
Class . _^^_I_LJ_ 

Book _* & 2 y . 



COPYRIGHT DEPOSIT 






STANDARD TEACHERS' LIB 

Published on the First Day of Each Month. 1 
script ion, $6.00; Single Copies 50 ctf 

No. 91. MAY, 1901 



NOTE BOOK 



OF THE 



HISTORY OF EDUCA 



BARDEEN 



SYRACUSE, N. Y. 
C. W. BARDEEN, Ptatoli; 





lllh w vug iic»eut uecaue. by Samuel 
*\ G. Williams, Ph.D., Professor of the 

Science and Art of Teaching in Cornell 
University. Cloth, 16mo, pp. 499. With 
37 Portraits. $1.50. 

This is a revised and enlarged edition 
of what was upon its first appearance 
altogether the fullest and most com- 
plete history of modern education now 
available. It is the only adequate prep- 
aration for examinations, and a neces- 
sary part of every teacher's working 
library. 

;, he titles of the chapters will give some idea of its comprehensiveness, 
e in italics appear for the first time in this revised edition. 
Introductory. Valuable contributions to pedagogy from ancient days. I. 
riinaries-of modern education. II. The Renaissance, and some inter- 
i x phases of education in the 16th century. III. Educational opinions 
' le 16th century.' IV. Distinguished teachers of the 16th century, 

■ ichthoii, Sturm, Trotzendorf, Neander, Ascham, Mulcaster, the Jesu- 
V. Some characteristics of education in the 17th century. VI. Princi- 
»f the educational reformers. VII. The 17th century reformers. VIII. 

.. le education and Fenelon. IX. The Oratory of Jesus. Beginnings of 

;;. lean education. X. Characteristics of education in the 18th century. 

nportant educational treatises of the 18th century: Rollin, Rousseau, 

XII. Basedow and the Philanthropinic experiment. XIII. Pesta- 

md his work. XIV. General review of education in the 18th century, 

.educational characteristics of the 19th century. XVI. Extension of 

' ir education. XVII. Froebel and the kindergarten. XVIII. Professional 

<-ng of teachers, and school supervision. XIX. Manual and industrial 

■ :ng. XX. Improvements in methods of instruction. XXL Discussion of 

due of studies. 
Tnere are also added an Analytic Appendix, for review; the Syllabus 
History Of Education prepared by the Department of Public Instruc- 
: br the training classes of the State of New York, with references by 
o this volume ; and an Index of 13 double column pages, much fuller 
a the. first edition, 
I : ,e Critic calls it, wt sensible in its views, and correct and clear in style." 
i . merican Journal of Education says: "It is not too much to say that 
.•. ordinary purposes Prof. Williams's book is in itself a much more val- 
pedagogical library than could be formed with it omitted." 

. W. BARDEEN, Publisher, Syracuse, N. Y. 



NOTE BOOK 



OF THE 



m 



RT OF EDUCATION 



GIVING MORE THAN FOUR HUNDRED PORTRAITS AND SKETCHES OF 

PERSONS PROMINENT IN EDUCATIONAL WORK. ARRANGED 

CHRONOLOGICALLY, WITH SPACE FOR NOTES 



BY 



O- W_ BARDEEN 

EDITOR OF THE SCHOOL BULLETIN 




SYRACUSE, X. Y. 

(\ W. BARDEEX, PUBLISHES 

1901 



• > 



»•• -•• •• 



•*• ••• 



Copyright, 1901, by C. \V. Bardeen 



THE LIBRARY OF 
CONGRESS, 

Two Cores Received 

APR. 24 1901 

COPYRWHT ENTRY 

CLASS £tXX& N.. 
COPY 8. 



V ^ 



PREFACE 

No subject is giving more difficulty in examinations than 
the history of education. There has been such broadening of 
the scope of these examinations that no one text-book covers 
the field, and the teacher finds it necessary to add a great deal 
by way of notes. It has been suggested that a volume like 
this, to be used in the class by the students for taking notes, 
would meet the need of every normal school and training 
class. Besides its convenient form for taking notes, it gives 
an amount of information not likely at first to be appreciated, 
but made available by unusually full indexes, both by topic 
and alphabetical. The value of the portraits will be readily 
appreciated. The eye is the memory's best servant, and the 
face fixed in mind with the sketch makes the impression 
permanent. 

I began collecting these portraits some twenty years ago, and 
since then have searched most of the print-shops in the prin- 
cipal cities of this country and of Europe, and examined most 
of the catalogues of dealers and of auction-sales. Such a col- 
lection can never be complete, and this lacks some important 
names ; for instance I have been unable to find authentic por- 
traits of Alcuin, of Ratich, and of Mulcaster. But most of 
the great names are here, and it is likely to be some time be- 
fore a more comprehensive collection of the kind is published. 
For many of the portraits of mathematicians I am under 

(in) 



iv Preface 

obligation to Prof. Daniel Eugene Smith, of the Teachers col- 
lege, who put his fine collection at my disposal. 

Where duplicate portraits are given they are usually suc- 
cessive, as of Bancroft (page 158) and of Henry Barnard (page 
190) ; or confirmatory as of Francke (page 69), of Humboldt 
(page 110), and of Froebel (pages 122 and 123). In the case 
of Pestalozzi I have given, besides the usual portrait (page 95, 
to the right) and a more conventional portrait (page 94), the 
squalid portrait from Biber's life (page 95) ; though Wil- 
liam Woodbridge says in the Annals of Education (i.597) : 
"We regret that the portrait should present us with the mere 
remains of Pestalozzi. We are so fortunate to possess a better 
one, whose correctness we have known from personal inter- 
course with this amiable man." 

In the case of living persons it has of course been difficult 
to make selection. No one will look over the list without de- 
tecting what seem to him omissions. But it was necessary to 
fix some limit, and I have given those whose work seemed 
especially important and typical, and whose names are frequent 
in the news of the day. 

Syracuse, April 16, 1901 



CHRONOLOGICAL INDEX 



Date of 

Birth 

B. C. 

1000? 
640 
620? 

582 

550 

540'? 

470 

460 

436 

429 

384 

342 

300 

287 

106 

98 

3 

A. D. 

121 

130 

742 

? 

1225 
1320 
146(5 

1467 



TAGE 

Zoroaster, 17 

Thales 18 

^Esop 18 

Pythagoras 19 

Confucius 20 

Aristides 21 

Socrates 22 

Hippocrates 21 

Isocrates 22 

Plato 23 

Demosthenes 24 

Aristotle 25 

Epicurus 26 

Zeno 26 

Euclid 27 

Archimedes 27 

Cicero 28 

Lucretius 29 

Seneca 30 

Marcus Aurelius 30 

Galen 31 

Charlemagne 32 

Leonardo of Pisa. . ..33 
St. Thos. Aquinas... 33 

Wyclif 34 

Colet 34 

Erasmus ff 35 



Daft of 
Birth 

A. I). PAGE 

1473 Copernicus 36 

1483 Martin Luther 37 

1490? Rabelais 38 

1491 Loyola 39 

1492 Vives 40 

Agricola 41 

1497 Melanchthon 41 

1499 Thomas Platter 42 

1501 Cardano 43 

1505 John Knox 44 

1506 St. Francis Xavier.. 46 

1507 Sturm 45 

1509 Calvin '. 46 

1515 Ascham 47 

1533 Montaigne 48 

1540 Ludolf von Ceulen.49 

1543 Aqua viva 49 

1546 Tycho Brahe 50 

1550 John Napier 51 

1560 Arminius 51 

1561 Bacon 52 

1564 Galileo 53 

1571 Kepler 53 

1576 St. Vincent dePaul.54 

1578 William Harvey... .55 

1585 Jansen 56 

1589 Bignon 56 

1592 Comenius 57 



(1) 



Chronological Index 



Date of Date of 

Birth page Birth 

1596 Descartes 58 1715 

1601 Fermat 58 1722 

1608 Milton 59 1723 

1612 Arnauld 60 

1623 Pascal 60 

1626 Mmede Sevigne....61 1727 

1627 Bossuet 61 

1632 Locke 62 1733 

Spinoza 63 1736 

1642 Newton 64 1737 

1646 Leibnitz 65 1738 

1651 Fenelon 66 

St. De La Salle 67 1740 

1661 Rollin 68 1741 

1663 Francke 69 

1667 Bernouilli 70 

1669 Christian Wolff 71 1743 

1682 Nicho'sSaunderson.71 

1685 Bishop Berkeley 72 

1696 Sam'l Johnson 72 

Lord Karnes 73 1744 

1698 Colin Maclauren....73 1745 

1703 Jonathan Edwards. 74 

1706 Benj. Franklin 75 1746 

1707 Linnaeus 76 

Euler 76 

1710? Dilworth 77 

1710 JohnLovell..... 77 1749 

1711 Hume 78 1750 

Eleazar Wheelock...78 1752 

1712 Rousseau 79 

de l'Epee 80 1753 

1713 Clairaut 80 1754 

1714 d'Alembert 81 1758 



PAGE 

Gellert 82 

Witherspoon 82 

Basedow 83 

Adam Smith 84 

Kant 84 

Wm. Sam'l Johnson. 85 

Ezra Stiles 85 

Priestley..... 86 

Lagrange 86 

Myles Cooper 87 

James Manning 87 

Wm. Herschel. 88 

Oberlin 89 

Mrs. Trimmer 88 

Samuel Kirkland...89 

Lavater 90 

Jefferson 90 

Lavoisier 91 

Condorcet 91 

Dalzell 92 

R. Edgeworth 92 

Hannah More 93 

Liridley Murray 93 

Pestalozzi 94 

Monge 96 

Mme. de Genlis 96 

Campe 98 

Laplace 97 

Girard 99 

Legendre 97 

Timothy Dwight...99 

Andrew Bell 100 

Niemeyer 101 

de Sacy 102 



Chronological Index 



Date of 






Date of 


Birth 




PAGE 


Birth 


1759 


Porson 


..102 


1786 


1762 


Fichte 


..103 




1763 


Jean Paul Richter. 103 


1787 




James Kent 


.104 




1764 


S. Van Rensselaer. 105 




1767 


Maria Edgeworth 


..106 


1788 




J. Quincy Adams 


..107 




1768 


James Wadsworth.107 




1769 


E. D. Clarke 


.108 






Tobler 


.108 


1789 




Cuvier 


..109 






A. von Humboldt. 110 






De Witt Clinton.. 


.111 


1790 


1770 


Henry Davis 


.111 






Jacotot 


..112 




1771 


Fellenberg... 


.113 


1791 


1772 


Ebenezer Porter.. 


.114 




1773 


Eliphalet Nott... 


.114 




1774 


John Griscom 


.115 






Jeremiah Day 


.115 






Edward Baines... 


.116 


1792 


1776 


George Birkbeck. 


..116 






Herbart 


.117 






Spurzheim 


.118 




1778 


Davy 


.118 






Lancaster 


.119 






Schimmelpennick 


.120 


1793 


1779 


Brougham 


.120 




1780 


Audubon 


.121 




1782 


Froebel 


.122 


1794 


1783 


von Raumer 


.124 




1785 


Gideon Hawley.. 


.125 




1786 


Arago 


.126 






Nathan Guilford. 


.126 





PAGE 

Verplanck 127 

Greenleaf 127 

Gallaudet 128 

Jesse Torrey, jr.... 129 
Emma Willard....l29 
Abig'l Hasseltine..l30 
Sir Wm. Hamilton. 131 

George Combe 131 

Schopenhauer 132 

Mrs. A. H. Judson.130 

Cauchy 132 

John Farmer 133 

Cyrus Peirce 133 

A.C. Flagg 134 

Diesterweg 135 

Denison Olmsted.. 134 

Faraday 135 

S. F.B.Morse 136 

Peter Cooper 136 

Beck 137 

Cousin 138 

Frere Philippe 138 

Wilbur Fisk 139 

Lowell Mason 139 

Thaddeus Stevens. 140 

Mrs. Phelps 140 

Warren Colburn ... 141 
Gideon F. Thayer. 141 

David Stow 142 

Edward Everett... 143 

W. R. Johnson 143 

Elias Cornelius.... 144 

H. P. Peet 144 

James G. Carter... 145 



Chronological Index 



Date of 
Birth 

1795 



1796 
1797 



1798 



1799 
1800' 



1801 



1802 



PAGE 

Ebenezer Bailey... 146 

Wm. B. Fowle 146 

George Peabody...l47 

Whewell 148 

Sir Rowland Hill. 148 
Thomas Arnold.... 149 

James Harper 149 

Horace Mann 150 

Francis Wavland.,151 

Lyell 151 

Mary Lyon 152 

Geo. B. Emerson... 152 

Samuel J. May 153 

Charles Anthon. . ..153 

D. D. Barnard 154 

Gen. Dix 154 

Duhamel... 155 

Michelet 155 

Wm. Russell 156 

Charles Davies 156 

Wm. A. Alcott 157 

A. B. Alcott 157 

Samuel Lewis 158 

Geo. Bancroft 158 

E. C. Benedict 159 

S. B. Woolworth...l59 

Wm. Ellis 160 

Alonzo Potter 160 

Marshall Conant...l61 

T. D. Woolsey 161 

John Kingsbury... 162 

S. G. Howe 162 

Simeon North 163 

Tayler Lewis 163 



Date of 
Birth 

1802 



1803 



1804 
1805 



1806 



1807 



1808 
1809 



PAGE 

Calvin E. Stowe...l64 

Hugh Miller 165 

Thomas Guthrie.... 165 

Mark Hopkins 166 

E. Ryerson 167 

Jacob Abbott 168 

E. Leaven worth... 168 

Frederic Hill 169 

Richard Owen 169 

E P. Peabody 170 

Tillinghast 170 

Dillaway 171 

Rob't Rantoul, jr.. 171 

H P. Tappan 172 

Th. Burrowes 172 

F. D.Maurice 173 

G A. Denison 173 

DeMorgan 174 

J. S.Mill 175 

E. C. Wines 176 

J. P. Fairbanks... 176 

Ezra Cornell 177 

Joseph Alden 177 

S. H. Taylor...... ..178 

Mary Carpenter... 179 

Joseph Payne 179 

Agassiz 180 

Guyot 180 

Schreber 181 

Francis D wight... 182 
S. S.Randall 183 

F. A. P. Barnard.. 184 

Blackie 185 

Darwin 186 



Chronological Index 



Date of 
Birth 

1810 



1811 



1812 

1813 

1814 
1815 

1816 
1817 
1818 

1X19 



PAGE 

D. P.Page 187 

J. S. Hart 188 

Samuel Clark 188 

Asa Gray 189 

Henry Barnard... 190 

Sarmiento 192 

James McCosh 193 

J. W. Draper 193 

J. V. S. L. Pruyn.194 

Elias Loomis 194 

W. R. Grove 195 

Seguin 196 

C. H. Anthony... .196 
J. W. Armstrong.. 197 
Jas. N. McElligott.197 
James D. Dana.... 198 
Marcius Willson...l98 
Wm. B. Carpenter.199 

Isaac Pitman 199 

Miss Shir reff 200 

J.J.Sylvester 200 

M. B. Anderson... 201 

Myrtilla Miner 201 

A. D. Lord 202 

Mary Mortimer.... 2 03 
Noah T. Clarke... 203 
Benjamin Jowett..204 
Alexander Bain... 205 

Henry Drisler 206 

Mavia Mitchell 206 

Victor M. Rice 207 

Ebenezer Dodge.... 208 
F. D. Huntington. 208 
Wm. E. Forster....209 



Date of 
Birth 

1819 



1820 

1821 

1822 



1823 



1824 



1825 
1827 



PAGE 

John Ruskin 209 

Chas. Kiugsley....210 

JohnTyndall 210 

Herbert Spencer... 211 
Charles T. Pooler.. 212 

Edward North 212 

H B. Wilbfur 213 

S. G Love 213 

Edward Thring...214 
Theo. W. Dwight..215 

N. A. Calkins 215 

A.R.Wallace 216 

Matthew Arnold... 216 

Benn Pitman 217 

Dana P. Colburn..217 

E. A. Freeman 218 

Max-Muller 218 

Jonathan Allen 219 

A. J.Upson 219 

E. A. Sheldon 220 

James Johonnot....221 
John H. French.... 221 
Geo. L. Farnham..222 
A. J. Rickoff....'..222 

G W. Curtis 223 

J. G Fitch 224 

Huxley 224 

Wickersham 225 

S. G Williams 225 

Joseph Baldwin... 226 

A. G.Gaines 226 

A. G Boyden 227 

Edward Atkinson. 227 
Emily Howland... 228 



Chronological Index 



Date of 






Date of 


Birth 




PAGE 


Birth 


1828 


C. W.Bennett 


.229 


1838 




Wm. Hutchison.. 


..229 


1839 


1829 


J. B. Angell 


..230 






M. Mac Vicar 


..230 






S. S. Laurie 


.231 






D'A. W.Thompson 231 


1840 




Laura Bridgman 


.232 


1841 




E. E. White 


.232 




1830 


David Murray... 


..233 




1831 


F. W. Farrar 


.234 


1842 




R. H. Quick 


..234 






0. C. Marsh 


..235 






Archbishop Ryan 


l.235 


1843 




J. A. Garfield 


.236 




1832 


A. D. White 


.236 


1844 




Mrs. Pollock 


.237 






Thomas Egleston. 


.238 


1846 




Newell 


..239 




1834 


C. W. Eliot 


.240 




1835 


Wm. T. Harris... 


..241 


1847 




Simon Newcomb.. 


.242 






Geo. P. Barker.... 


.242 


1848 




Orlan'o Blackman.243 


1850 




E V. DeGraff 


.243 




1836 


Wm. H. Payne... 


.244 


1851 




B. A. Hinsdale.. 


.244 


1852 




Mrs. Kraus-Boelte.245 






A. P. Marble...... 


.245 






J. D. Steele 


.246 


1854 


1837 


George Ebers 


.247 


1855 




Col. Parker 


.248 


1856 




HR. Sanford 


.249 


1857 


1838 


A. B. Watkins 


.249 


1858 




E. S. Morse 


.250 


1862 



PAGE 

John Morley 251 

Kotelmann 252 

Frances Willard...253 
M. Cooper-Poucher 253 

Aaron Gove 254 

Thomas Davidson. 254 
George W. Ross... 255 

T W. Preyer 256 

Geo. H. Martin... .257 

John Fiske 257 

T J. Backus 258 

J. G.Wight .258 

Irwin Shepard 259 

Compayre 260 

E B.Andrews 261 

G R. Skinner 261 

Isaac H. Stout 262 

Sherm'n Williams.262 

H H Straight 263 

William Rein 264 

Brother Azarias...265 

A. S. Draper 266 

SethLow 267 

Melvil Dewey 267 

M. W. Stryker 268 

Wm. H Mace 268 

Wm. H. MaxwelL.269 
Thos. M. Balliet...269 
J. G. Schurman...270 

G B. Gilbert 271 

A. S. Downing 271 

Albert Leonard.... 272 

De Witt Hyde 272 

N.M.Butler.. 273 



CLASSIFIED INDEX 



Organizers and Reformers 

Aquaviva 49 

Arminius 51 

Ascham 47 

Basedow 83 

Bell 100 

Calvin 46 

Campe 98 

Charlemagne 32 

Clinton Ill 

Comenius 57 

Cousin 136 

M. Edgeworth 106 

R. Edgeworth 92 

Erasmus 35 

Fellenberg 113 

Froebel 122 

Herbart 117 

Jacotot 112 

Jefferson 90 

Knox 44 

Lancaster 119 

Locke ! 62 

Loyola 39 

Luther 37 

Melanchthon 41 

Milton.. 59 

Montaigne 48 

Niemeyer 101 



Organizers and Reformers 

Pestalozzi 94 

Porter 160 

Rabelais 38 

Richter 103 

Rollin 68 

Sturm 45 

Tobler 108 

Vincent de Paul 54 

Vives 40 

Wyclif 34 

Univer'y of the State of N. T. 
Chancellor Benedict.... 159 

Curtis 223 

Pruyn 194 

Upson 219 

Vice- Chan. Verplanck..l27 

Secretary Beck 137 

Clinton Ill 

Dewey 267 

Hawley 125 

Murray 233 

Watkins 249 

Woolworth 159 

College Presidents 

Alfred, Allen 219 

Boivdoin, Hyde 272 

Brown, Andrews 261 

Fisk 139 



(7) 



8 



Classified Index 



PAGE 

College Presidents 

Brown, Manning.... 87 

Way land 151 

Colgate, Dodge 208 

Columbia, Barnard 184 

Cooper 87 

S. Johnson 72 

W. S. Johnson 85 

Low 267 

Cornell, Schurman 270 

White 236 

Dartmouth, Wheelock.. 78 

Hamilton, Davis.-. Ill 

North 163 

Stryker 268 

Harvard, Eliot 240 

Everett 143 

Jefferson, Alden. 177 

Michigan, Angell 230 

Tappan 172 

Middlebury, Davis Ill 

Princeton, Edwards 74 

McCosh 193 

Witherspoon 82 

Rochester, Anderson... .201 
St. Lawrence, Gaines... 226 

Union, Nott 114 

Williams, Hopkins 166 

Yale, Day 115 

Dwight 99 

Stiles 85 

Woolsey 161 

Masters of Private Schools 
Rugby, Arnold 149 



PAGE 

Masters of Private Schools 

St. Paul's, Colet 34 

Uppingham, Thring....214 

Andover, Taylor 178 

Boston Latin, Dillaway.171 

Lovell 77 

Canandaigua, Clarke... 203 
Round Hill, Bancroft.. 158 
State Superintendents 

U S, Barnard 190 

Harris 241 

Conn., Barnard... 190 

Md., Newell .239 

Mass., Mann 150 

K Y., Dix 154 

Draper 266 

Flagg 134 

Hawley 125 

Leavenworth 168 

Rice 207 

Skinner 261 

0., Lewis 158 

Pa., Burrowes 172 

Wickersham 225 

R. L, Barnard 190 

Vt, French ...221 

Ontario, Ross 255 

Ryerson 167 

Lnspectors, Eng. , Arnold. 2 1 6 

Fitch 224 

City Superintendents 

Binghamton, Farnham.222 

Boston, Martin 257 






Fields of Work 



PAGE 

City Superintendents 

Cincinnati, Guilford.... 126 

White 232 

Cleveland, Draper 266 

Hinsdale 244 

Rickoff 222 

Denver, Gove 254 

Jamestown, Love 213 

New York, Calkins 215 

Marble 245 

Maxwell 269 

Randall 183 

Quincy, Parker 248 

Rochester, Gilbert 271 

Springfield, Balliet 269 

Syrac use, Farnham 222 

Sheldon ..220 

Normal Instructors 

Alden ,...177 

Armstrong 197 

Baldwin 226 

Boyden 227 

Carter 145 

Clark 188 

Conant 161 

Cooper-Poucher 253 

Denison 173 

Farnham 222 

Hinsdale 244 

Johnson 143 

Laurie 231 

Leonard 272 

MacVicar ....230 

Martin 257 



PAGE 

Normal Instructors 

May 153 

Page 187 

Parker 248 

J.Payne 179 

W. H. Payne 244 

Peirce 133 

Rein 264 

Sheldon 220 

Shepard 259 

Straight 263 

Tillinghast 170 

S. G. Williams 225 

Woolworth 159 

Institute Instructors 

DeGraff 243 

Downing 271 

French.' 221 

Johonnot 221 

Pooler 212 

Sanford 249 

Stout 262 

White 232 

Educational Historians 

Compayre 260 

Davidson 254 

Hinsdale 244 

Niemeyer 101 

Platter 42 

Quick 234 

Randall.... 183 

Schimmelpennick 120 

von Raumer 125 

Wickersham 225 



10 



Classified Index 



PAGE 

Educational Historians 

S. G. Williams 225 

Editors 

W. A.Alcott 157 

Barnard 190 

Butler 273 

Cornelius 144 

Diesterweg 135 

Dwight 182 

Farmer... 133 

Fowle 146 

Hart 188 

Lord 202 

McElligott 197 

Mann 150 

Newell 239 

E. Feabody 170 

Russell 156 

Thayer 141 

E. E. White 232 

Wickersham 225 

Founders and Benefactors 

Anthony 196 

Brougham 120 

Colet 34 

P.Cooper 136 

Cornell 177 

Egleston 238 

Fairbanks 176 

Francke 69 

Franklin 75 

Girard 99 

Kirkland 89 

Maurice 173 



PAGE 

Founders and Benefactors 

G. Peabody ....147 

Van Rensselaer 105 

Wadsworth 107 

Wheelock 78 

Educational Legislators 

D. Barnard 154 

Brougham 120 

Charlemagne 32 

Clinton Ill 

Forster 209 

Garfield 236 

Jefferson 90 

Morley 251 

Rantoul 171 

Sarmiento 192 

Stevens 140 

A.D.White 236 

Charitable and Reformatory 

Baines 116 

Birkbeck 116 

Bransiet 137 

Carpenter 180 

De La Salle 67 

Ellis 160 

Francke 69 

Griscom 115 

Guthrie 165 

F. Hill 169 

Kingsley 210 

Oberlin 89 

Stow... 142 

Vincent de Paul 54 

Wines 176 






Fields of Work 



11 



PAGE 

Special Education— Negro 

Howland 228 

May 153 

Miner 201 

Blind 

Bridgman 232 

Howe. 162 

Lord 202 

Saunderson 71 

Deaf 

Bridgman 232 

del'Epee 80 

Gallaudet 128 

Peet 144 

Feeble-minded 

Seguin 196 

Wilbur 213 

Missionaries 

Cornelius 144 

Judson 130 

Kirkland 89 

Xavier 45 

Adult Education 

Birkbeck 116 

Brougham 120 

Maurice 173 

Torrey 128 

Education of Women 

Abbott 168 

Backus 258 

Bailey 146 

Emerson 152 

Fenelon 66 

Genlis 96 



PAGE 

Education of Women 

Hasseltine 130 

Kingsbury 162 

Lyon 152 

More 93 

Mortimer 203 

Phelps 140 

Shirreff 200 

Trimmer 88 

Wight 258 

E. Willard 128 

F. Willard 253 

Special Subjects 

Arabic, de Sacy 102 

T.Lewis 163 

Art, S. F. B.Morse 136 

Ruskin 209 

Astronomy, Bernouilli.. 70 

Cauchy 132 

Copernicus 36 

Galileo 53 

Herschel 88 

Kepler 53 

Laplace 97 

Loomis 194 

Mitchell 206 

Newcomb 242 

Newton 64 

Thales 18 

Tycho Brahe 50 

Botany, Gray 189 

Linnaeus 76 

Chemistry, Clarke 108 

Davy 118 



12 



Classified Index 



PAGE 

Special Subjects 

Chemistry, Faraday 135 

Griscom.. 115 

Lavoisier 91 

Discipline, Abbott 168 

A. B. Alcott 157 

Bancroft 168 

Emerson 152 

F. Hill 169 

P. Hill 148 

Spencer 211 

Wines ....176 

Ethics, iEsop 19 

A. B. Alcott... 159 

Aristides 19 

Aristotle 25 

Confucius 19 

Epicurus 26 

Franklin 75 

Huntington 208 

Karnes 73 

Marcus Aurelius 30 

Plato 23 

Pythagoras 19 

Seneca 30 

Socrates 22 

Spinoza 63 

Zoroaster 17 

Geography, Guyot 180 

Humboldt 110 

Geology, Clarke 108 

Cuvier 109 

Dana 198 

Egleston 238 



PAGE 

Special Subjects 

Geology, Humboldt 110 

Lyell 151 

Marsh 235 

Miller .' 165 

Owen 169 

Whewell 148 

Greek, Anthon 153 

Blackie 185 

Dalzell 92 

Drisler 206 

Hutchison 229 

Jowett 204 

Lewis 163 

North 212 

Porson 102 

History, Azarias 265 

Bennett 229 

Ebers 247 

Fiske 257 

Freeman 218 

Mace 268 

Michelet 155 

Kindergarten, Froebel. .122 

Kraus-Boelte 245 

Oberlin 89 

Peabody 170 

Pollock ..237 

Language, Max-Miiller.218 

Law, Bignon 56 

Dwight 215 

Kent 104 

Mathematics, 

Archimedes 27 



Special Subjects 



13 



Special Subjects 

Mathematics 

Bernouilli 70 

Cardano 43 

Cauchy 132 

Ceuleii 49 

Clairaut 80 

D. P. Colburn 217 

W. Colburn 141 

Condorcet . * 91 

d'Alembert 81 

Davies 156 

DeMorgan 174 

Dilworth 77 

Duhamel 155 

Euclid 27 

Euler 76 

Fermat .. 58 

Greenleaf 127 

Lagrange : 86 

Legendre 97 

Leibnitz 65 

Leonardo 33 

Maclauren 73 

Monge 96 

Napier 51 

Newcomb 242 

Pascal 60 

Pythagoras 19 

Saunderson 71 

Sylvester 200 

Thales 18 

Wolff 71 

Mechanics, Archimedes 27 



PAGE 

Special Subjects 

Meal) aiiics, Newton 64 

Medicine, Cardano 43 

Galen 31 

Harvey 55 

Hippocrates 21 

Music, Blackmail 243 

Mason 139 

Pythagoras 19 

Oratory and Rhetoric 

Adams 107 

Cicero 28 

Demosthenes 24 

Everett 143 

Hart 188 

Socrates 22 

Porter 114 

Russell 156 

Upson 219 

Philosophy, Aquinas... 33 

Aristotle 25 

Bacon 52 

Bain 205 

Berkeley 72 

Cicero 28 

Cousin 138 

Descartes 58 

Epicurus 26 

Fichte 103 

Gellert 82 

Hamilton 131 

Herbart 117 

Hume 78 

Kant . 84 



14 



Classified Index 



PAGE 

Special Subjects 

Philosophy, Leibnitz 65 

Locke 62 

Lucretius 29 

Mill ' 175 

Plato 23 

Pythagoras 19 

Schopenhauer 132 

Socrates 22 

Spencer 211 

Spinoza 63 

Thales ". 18 

Wolff 71 

Zeno 26 

Zoroaster 17 

Phonography 

B. Pitman 217 

I. Pitman 199 

Phrenology, Combe 131 

Spurzheim 118 

Physics, Bacon 52 

Barker 242 

Draper 193 

Franklin 75 

Grove 195 

Morse .136 

Newton.. -. 64 

Olmsted 134 

Priestley 86 

Tyndall 210 

Physiology and Hygiene 

W. A. Alcott 157 

Bain 205 

Carpenter, , , , , , „,199 



PAGE 

Special Subjects 

Physiology and Hygiene 

Kingsley 210 

Kotelmann 252 

Preyer 256 

Schreber 181 

Political Economy 

Atkinson 227 

A. Smith 84 

Theology, Agricola 41 

Aquaviva 49 

Aquinas 33 

Arminius 51 

Arnauld 60 

Bossuet 61 

Calvin 46 

Confucius 20 

Edwards 74 

Erasmus 35 

Francke 69 

Harper 149 

Jansen 56 

Knox 44 

Loyola 39 

Luther 37 

Pascal 60 

C. E. Stowe 164 

Wyclif 34 

Xavier 46 

Zoroaster 17 

Zoology, Agassiz 180 

Audubon 121 

W. B. Carpenter 199 

Darwin 186 



Special Subjects and Text-Book Authors 



15 



PAGE 

Special Subjects 

Zoology, Huxley 223 

Michelet 155 

Morse 250 

Wallace 216 

Text-Book Authors 

Adams 107 

Alden 177 

Anthon 153 

Backus 258 

Bailey 146 

Bain 205 

Baldwin 226 

Blackman 243 

Calkins 215 

W. B. Carpenter 199 

D. P. Colburn 217 

W. Colburn 141 

Dana 198 

Davies 156 

Day 115 

DeGraff 243 

Dilworth 77 

Euclid 27 

Farnham 222 

French 221 

Gray 189 

Greenleaf 127 

Guyot 180 

Hart 188 

Johonnot 221 

Kotelmann 252 



PAGE 

Text-Book Authors 

Legendre 97 

Loomis 194 

McElligott 197 

MacVicar 230 

Mace 268 

Mason 139 

Maxwell 269 

Morse 250 

Murray 93 

Olmsted 134 

Page 187 

Phelps 140 

B. Pitman 217 

I. Pitman 199 

Pooler 212 

Porter 114 

Preyer 256 

Rein 264 

Rickoff 222 

Russell 156 

Sanford 249 

Schreber 181 

Sheldon 220 

Steele 246 

E. E White 232 

Wickersham 225 

E. Willard 128 

S. Williams 262 

S. G.Williams 225 

Woolsey ...161 



lOoo/ B. C] 



Persia 




Z0R0ASTKK (Persian, 1000?,- B. CJ, is bo faintly 
outlined i.i history thai little h certain except thai 
he waa a real person, and that he [ived afore than 800 
years 15. C. He found tun stages of culture striving 
for mastery,— the ahuras, the breeders of cattle, and 
the datr.au, who maltreated the cow and lived by 
plunder. He joined the former and led them to vic- 
tory. Prom the religious dualism of his time he de- 
rived his dualistic scheme of the universe. Prom the 
beginning there existed the spirit of good and the 
spirit of evil, Orinii/.d r'-pn-x-nt i ag light and life 
and all that is ^ r ood, and Satan all that is opposite. 
These spirits are in continual conflict for the soul of 
man. Wicked action.-, cannot be undone, but may ]>>■ 
counter-balanced by good ones. When he dies if the 
balance of good deeds i>> in his favor he goes to para- 
dise: if the balance is against him he goes to eternal 
punishment. 



18 



Greece 



[640 B. C. 




THALES (Greek, 640-546. B. C), the founder or 
Greek geometry, astronomy, and philosophy, and 
chief of "the seven wise men of Greece ", owed much 
of his fame to his prediction of the eclipse of the sun 
that occurred May 28, 585, B. C. He was engaged in 
trade, and learned the empirical geometry of sur- 
faces in Egypt, but added to this the geometry of 
lines, and made it an abstract science. He thus laid 
the foundation of algebra, and he applied geometry 
to the measurement of heights and distances. He 
made valuable astronomical discoveries. In physics 
he believed that water was the origin of things, and 
that the earth floated upon a sea of this elemental 
fluid. He attributed the attraction of the magnet to 
its having a soul. He supposed all things to be full 
of u-ods. Yet all the Greek schools except that of 
Pythagoras took their origin from his doctrine, and 
he washencethe founder of the philosophy of Greece. 




jESOP (Greek, 620 ? -564, B. C,) was brought while 
young to Athens as a slave, but was eventually freed, 
and visited Croesus, king of Lydia, who made him 
ambassador at Delphi and charged him to pay four 
minae to each of the citizens. Owing to some dis- 
pute he declined to furnish the money, and the Del- 
phians hurled him headlong from a precipice. The 
story that he was a monster of ugliness and deform- 
ity is now discredited, and it is believed that none of 
his fables are extant, those attributed to him being 
of oriental origin. They were popular at Athens, 
- but were not written, and were in prose. Several 
authors turned them into poetry, those of Phaedrus 
being most celebrated. The popular stories concern- 
ing him come from a life prefixed to a book of fables 
purporting to be his, collected by Maximus Planudes, 
a monk of the 14th century. iEsop appears as a 
truest in Plutarch's " Convivium'\ 



500 B. C] 



Thales, .Ksop. Pythagoras 



19 




V'VTII AC.01US (Greek, 582-500 B.C.), was a native oi 
Sainos, and about 529 emigrated to Crotona, in the 
south of Italy. Here he became the centre of a wide- 
spread and influential organization, more like a re- 
ligious brotherhood than a philosophic school. >He 
was a moral reformer rather than a speculative 
thinker, and the only doctrine of his school that was 
essentially his own was that of transmigration of 
souls, or metempsychosis. He was the first to raise 
mathematics to a science, uniting geometry with 
arithmetic. The central thought of his philosophy 
was the idea of number. His school was the first to 
discover the mathematical relations of musical inter- 
vals, and they considered the seven planets the 
golden chords of the heptachord— the harmony of the 
spheres. Dissensions arose about 510, and Pythago- 
ras withdrew to .Metapontum, where he died about 
500-§ 



20 



China 



[550 B. C. 




CONFUCIUS (Chinese, 550-478, B. C.) appeared at a 
critical period of his country's history, when right 
principles had disappeared/ He was of illustrious 
lineage, was eager for learning, and at 21 became a 
teacher. In 517 his disciples were so numerous to fur- 
nish him means to examine the royal library. At 51 
he was made chief magistrate of Chungtoo, and 
ruled so well that he was made minister of crime in 
Lu and he became the idol of the people, but at 55 he 
lost favor with the ruler. For 13 years he travelled 
in the different states. In 483 he was recalled, but 
refused to take office, giving his last years to writing 
and teaching. He died in disappointment, but his 
death sent a thrill through China, and his teachings 
began to prevail. The dynasty of Ts'in sought to 
destroy his memory by burning his books, but the 
next dynasty honored his name. Foremost of his 
principles was the golden rule. 






375 ?B. Q] 



Greece 



21 




. ARISTIDES (Greek, y-468 ? B. C), surnaaied " the 
Just '', first appears in history at the battla of Mara- 
thon. 490 B. C, where he was one of thet< n generals, 
and persuaded the others to yield supreme command 

to Miltiades. He was made archoii at Athens, but 
I lmmgh the machinations of Themistocles was ban- 
ished in 483. On the night before the battle of Salamis 
he went to the tent of Themistocles, offered to assist 
him, and persuaded the other generals to follow his 
plan. In 479 he was general of the Athenians, and 
shared in the victory of Plataea, and in 477 he recon- 
ciled the allies to Pausanias. When the allies formed 
a confederation under the Athenians. Aristides drew 
up the laws an<J determined the amount of tribute. 
When the vote occurred on his banishment, a stranger 
asked him to write his vote. " Why do von want to 
banish him?" asked Aristides. '"Because 1 am 
tired of hearing him called 'The Just' ". 




HIPPOCRATES (Greek, 460-375 ?, K. C.) was born oi 

a family of priest-physicians, and studied medicim 
under his father. He was the first to cast aside super- 
stition and base the practice of medicine upon induc- 
tive philosophy. He studied carefully the records 
made at the hospitals of every case, and in his obser- 
vations upon the natural history of disease showed 
himself a great clinical physician. He employed 
powerful medicines and practised blood-letting, but 
placed great reliance on diet and regimen. Of the 
87 books attributed to him not all are genuine, but 
they have had wide influence, 70 edit ions being known 
of the " Prognostics " and 300 of the " Aphorisms ". 
His age at death has been variously stated, at from 85 
to 109 years. It is discredited that lie refused to visit 
Persia during an epidemic because it would be aiding 
an enemy. He was venerated by the Athenians &s a 
,n an of integrity and morality. 



22 



Greece 



[470 B. C. 




SOCRATES (Greek, 470-399 B.C.), whose fondness for 
questioning has made that form of instruction com- 
monly known as " the Socratic method," left no writ- 
ings behind him, but applications of his method are 
found in tne "Memorabilia" of Xenophon, and in the 
dialogues of his pupil Plato. He began life as a 
sculptor, but soon gave himself to education, conceiv- 
ing that ha had a divine commission, witnessed by 
oracles, dreams, and signs, not indeed to teach any 
positive doctrine, but to convince men of ignorance 
mistaking itself for knowledge, and by so doing to 
promote their intellectual and moral improvement. 
His whole time was spent in public, where he talked 
to all comers, questioning them about their affairs, 
about their notions of morality, etc., seeming to be 
ignorant of the result to which their enforced an- 
swers tended. He was accused of atheism and im- 
morality and unjustly condemned to death. § 




ISOCKATES (Greek. 436-338 B. C.) the most cele- 
brated teacher of his age, had the best education 
Athens could afford. Having lost his fortune during 
the Peloponnesian war he adopted the profession of 
teacher and in 392 opened his school at Athens. His 
instruction was based on rhetorical composition, but 
included also philosophical grasp and treatment. 
Cicero says that in his school the eloquence of Greece 
was trained and perfected : its disciples were brilliant 
in pageant or in battle, foremost among the accom- 
plished writers or powerful debaters of their time, 
it drew students from the islands of the Aegean, the 
cities of Sicily, and the distant colonies of the 
Euxine. Every one of the contestants at Haliearnas- 
sus in 351 had been the' pupil of Isocrates. His fees 
were enormous, and he became one of the 1,200 richest 
citizens. He surpassed in greater breadth of view, in 
a higher morality, and in thoroughness. 



338 B. C] 



Socrates, [soi rates, Plato 




PLATO (Greek, 429-347 B. C), was the most distin- 
guished scholar of Socrates. In his 40th year he be- 
gan teaching in the Academy at Atiiens his celebrated 
system of philosophy, known as Idealism. Ideas he 
calls the divine types or forms, constituting- tne es- 
sences of things according to their several species, 
genera, famines and classes. These ideas are the 
substance of all knowledge, and the human intellect 
attains to the substance of them by " dialectics," that f 
is, systematic examination and argument, by which I 
the non-essential are distinguished from the essen - 
tial parts. Plato sought to establish a sound theory 
of human life, and in his "Republic 1 ' he describes in 
detail his ideal of a perfect community, describing 
how men must be taught and trained to perform their 
several parts in such a community. The supreme 
idea is the idea of the good, and human perfection 
consists in acquiring the knowledge of good.t 



24 



Greece 



[384 B. C. 




DEMOSTHENES (Greek, 384-322, 1}. C.) was not stal- 
wart of body and had an impediment of speech, yet 
became the greatest of Greek orators. He entered 
public life in 355, and till his death pleaded consist- 
ently for Athens as the natural head of Greece and the 
defender of law against barbaric force. He urged 
that the Athenian should set his duty to the city 
above his private interests. His Philippic orations 
were only parts of his main purpose, and he was one 
of the ambassadors sent to Philip in 346. From this 
time till the battle of Chaeronea (338) his authority 
grew, and that calamity left him still paramount. In 
330 ^schines attacked the proposition to grant De- 
mosthenes a golden crown, and the latter triumphed 
overwhelmingly in his most splendid oration " On 
the Crown ". In 322 he favored the Lam i an war. When 
Greece was defeated he was condemned as a traitor 
and fled to yEgina, where he committed suicide. 






;•_'•_' B. C] 



Demosthenes, Aristotle 




JT" 



ARISTOTLE (Greek, .384-^22 B.C.), often called the 
"Stagirite," was educated as a physician, but at 18, 
became a pupil of Plato, who called him k4 the Intel- 
lect of the school." Arlstol Le established a school of 

oratory. From 343 to 340 ho was tutor of the prince 
Alexander. In 334 he opened the " Lyceum," where 
he matured his philosophy and attained his unsur- 
passed reputation as a philosophical writer and teach- 
er. ' From his habit of walking about in the garden 
while teaching, his was called the " peripatetic 1 ' 
philosophy, from 7tepi7tarEiv, to walkabout. In 
322 he had to fly from Athens on charge of atheism, 
and he died that year atChalcis. He created the 
science of deductive logic, and wrote on metaphys- 
ics, ethics, politics, rhetoric, etc. In the 7th and 
8th chapters of his tl Politics " he treats of education, 
holding that man should be trained by the State, t 



26 



Greece 



[342 B. C. 







EPICURUS (Greek, 343-270 B.C.), was the son of a 
schoolmaster, whom he assisted at Samos and at 
Colophon, bnt became interested in philosophy, and 
in 307 opened a garden at Atnens, where he taught 
for 36 years, the venerated head of a remarkable so- 
ciety such as tne world had never seen, made up of 
both men and women. The drink was water, the 
food was bariey-bread. They were held together by 
the siren-liKe charm of his personality, and by the 
free sociality which he inculcated and exemplified. 
He wrote 300 books,— the principal one a treatise on 
nature in 37 volumes, of which fragments still exist. 
" Steer clear of all culture," was his advice to a young 
disciple, in recoil from Plato and Aristotle, who 
seemed to him to teach aristocracy of intellect rather 
than commonwealth of nappiness. Prudential wis 
dom seemed to him the means of a happy life, and 
thus the chief excellences 








ZE> T (Greek, 342-270, B. C.) founder of the Stoic 
school of philosophy, was born in Citium, came to 
Athens at 22, and attached himself to the cynic 
Crates. Becoming dissatisfied with the cynics' dis- 
regard for conventionality and indifference to specu- 
lative inquiry, he joined the school of Stilpo, and 
afterward that of Polemo, the academician. He then 
opened a school of his own in the " Painted Porch" 
(drod TtoikiXrj, hence the word stoic), where he 
taught, honored by all, till in old age he committed 
suicide. He adopted the logical criterion, the adapta- 
tion of Heraclitean physics, and the introduction of 
the leading ethical tenets. The Stoics held that the 
universe is governed by one good and wise God : that 
men have bodies like animals but reason like gods; 
that the good is not necessarily identified with happi- 
ness; and that the fountain of virtue is life accord- 
ing to nnt urc. 






212 B. C.'] Epicurus, Zeno, Euclid, Archimedes 



27 




EUCLID (Greek, 300?— ? LI. C.) is said to have 
founded the mathematical school of Alexandria. 
Bui little is known of him save his books, of which 
his " Elements of Geometry " is the most famous. J t 
was for 20 centuries the main text-book, and is still 
widely used. lie replied to King Ptolemy, who asked 
if he could not learn geometry more easily than by 
studying the Elements, •* There is no royal road to 
geometry." "He arranged the discoveries of Eu- 
doxus. perfected those of Theaetetus, , and reduced 
to invincible demonstration many things that had 
previously been more loosely proved." As Appolo- 
nius was the great geometer, so Euclid was ••the 
great elementator ". His treatment of parallells, 
however, depends on an axiom that is not axiomatic. 
and he makes sparing use of superimposure as a 
method of proof. The classification, too, is imperfect, 
and the nomenclature defective. 




ARCHIMEDES (Greek, B. C. 287-212) was the most 
celebrated geometrician of antiquity, but is known 
best for his application of mathematics to mechanics. 
He invented the water-screw, and discovered the prin- 
ciple of the lever. Of the power of the latter he 
boasted, "Give me a place to stand on and I will 
move the world." Being asked to see if there was 
silver in a crown of King Hiero ordered to be made 
of gold, without destroying it. he observed the dis- 
placement of water as he stepped into the bath and 
discovered that this would a (ford a test. He was so 
" rough the streets naked as 




28 



Rome 



[106 B. C. 




MARCUS TULLIUS CICERO (Roman, 106-43 B.C. 
learned law and oratory, and Greek philosophy and 
literature under the best teachers at Rome, at a time 
when the orator was a speaker both in legal and po- 
litical causes, and needed, as he points out in his book 
on education, " de Oratore ", almost universal knowl- 
edge. His first important speech was delivered in 81 
B.C., and at 30 he was recognized as a leader at the 
Roman bar. In 76 he was made quaestor, and in 70 
impeached the infamous Verres. In 66 he became 
praetor, and in one of his great orations {"pro lege 
Manilla''') supported the appointment of Pompey. 
In 63 he became consul, and foiled the plot of Cati- 
line. For a time he was looked upon as the father of 
his country. In 58 he was exiled, and in 57 he was al- 
most unanimously recalled, but could not regain his 
former influence. His last years were spent at the 
bar, and in writing works on rhetoric and philosophy. 



43 B. C] 



ClCEItO, LU< RETIUS 



29 




TITUS LUCRETIUS CARUS (Roman, 98-55 ? B. C), 
known as Lucretius, gives in his poem l)e Eerurn 
Natura the most complete account of the chief 
effort of the ancient mind to explain the beginning 
of things and to understand the course of nature 
and man's relation to it. " physical philosophy in 
the present day is occupied with the same problems 
as are discussed in the first two books." "No one 
else combines in the same degree the contemplative 
enthusiasm of the philosopher, the earnest purpose 
of a reformer and moral teacher, and the profound 
pathos and sense of beauty of a great poet. He 
stands alone among his countrymen as much in the 
ardor with which he observes" and reasons on the 
processes of nature as in the elevation w 7 ith which he 
recognizes the majesty of her laws." Little is known 
of his life except that he committed suicide in an in- 
terval of insanity. 



4 



ao 



Rome 



[3 B. C. 




, LUCIUS ANNiEUS SENECA (Roman, 3 B.C.-65 A.D.), 
the most brilliant figure of his time, and + ,he most 
eminent of tlie writers of tne silver age, had the wit 
to discover that conduct could furnish inexhaustible 
topics of abiding interest far superior to the imagin- 
ary themes set in schools, and treated plain matters 
of urgent personal concern with an earnestness tnat 
aimed directly at the reader's edification, progress 
toward virtue, and general improvement. His works 
of this kind, wliicli might be called moral essays, are 
12 "Dialogues," 3 books " On Clemency," 7 * fc On Ben- 
efits," and 20 of " Letters to Lucullus." They are 
remarkable for their anticipation of modern ethical 
conceptions, and their exhortations to forgive evil 
and overcome evil with good, and their recognition of 
the principle of universal benevolence. In 48, Seneca 
was made tutor of Nero, and the first years of that 
emperor's reign show what principles he inculcated. § 




MARCUS AURELIUS ANTONINUS (Roman. 121 
180), noblest of pagans and crown and flower of 
stoicism, was fascinated by the philosophy of Diogne- 
tus, the stoic, and abandoned rhetoric and poetrv for 
philosophy and the law. In 140 he was made consul : 
in 161 became joint emperor with Verus, who married 
his daughter; and in 169 sole emperor. In 177 he in- 
stituted a persecution of the Christians in which 
Pol year p and Justin perished, but it is evident that 
he knew nothing of Christian ethics, for the system 
of morality in the " Meditations " of Aurelius resem- 
bles that of the New Testament. These meditations 
were written as occasion offered— in the midst of pub- 
lic business, sometimes just before battle,— probably 
for the guidance of his son, and are the best non-in- 
spired reflections on practical morality. The goal he 
aimed at was tranquillity, and his precepts are the 
record of his practice. 



200? A. M.] Seneca, Marcus Aurelius, Galen 



:n 




CLADHS GALEN (180-200:-) began the study of 
medicine in 146, and studied in Alexandria under 
Heraclianus. In 104 he went to Rome, where hie 
healed Eudemus and others, and became known as 
a '• wonder-worker *' and a "wonder-speaker ". He 
was physician to Marcus Aurelius and to his sou 
Commodus. He wrote nearly 500 treatises, includ- 
ing works on logic, ethics, and grammar. Of pub- 
lished works attributed to him 83 are considered 
genuine. He was an unusually prolific writer on 
Logic, and the fourth syllogistic figure has been at- 
tributed to him. Of all the writers of antiquity he 
was the best anatomist. His writings arethe com- 
mon depository of the anatomical knowledge of the 
day, the osteology being particularly complete, and 
his description of muscles nearly perfect. He be- 
lieved that nerves of sensation originated in the 
brain, and those of motion in the spinal chord, 



32 



France 



[742 




CHARLEMAGNE (742-814) ruled the enormous 
Fraiikish territory for 46 years, By 32 years of 
fighting he subdued the Saxons, the last Germanic 
opponents of Christianity. In 800 he was crowned 
emperor of the Romans. But he showed the same en- 
ergy in internal as in external affairs, and called to 
his court men of learning, especially Alcuin, whom 
Guizot calls his intellectual prime minister. Alcuin 
came to him in 782 and became master of the palace 
school, where the king himself was an eager pupil. 
In 787 Charlemagne sent a proclamation to the abbots 
of the monasteries reproving their illiteracy, and 
directing them to engage fit teachers. In 789 he or- 
dered candidates for the priesthood to be taken from 
the sons of freemen: and in 802 ordered every one to 
send his child *to school, though he did not intend 
organized legal compulsion, a thought far beyond the 
oossibilities of that age. 









1274] 



Italy 




LEONARDO OF PISA (Italian, ?— ?) jyasthe sou of 
a merchant of Pisa, and travelled about the Mediter- 
ranean, acquiring the geometry of Euclid, the alge- 
bra of Egypt, and the arithmetic of India. In 1202 
he published his " Liber Abaci", setting forth methods 
of calculating almost as completely as a modern 
arithmetic. This probably gained him access to the 
court of Frederick II. In 1230 he published his " Be 
Practical (hometriae'\ written for those familiar with 
Euclid, able to follow rigorous demonstrations and 
needing them. It contains a trigonometrical chap- 
ter, with the expression "sinus versus arcUs", and 
solves the problem to find a square number which 
remains a square when 5 is added to it. In 1225 he 
wrote " Liber Quadratorum ". At a time when math- 
ematics in Europe had sunk to the lowest ebb he 
made it the task of his life to disseminate ancient 
mathematics in Arab dress. 




ST. THOMAS AQIIXAS (Italian. 1225-1274) the 
apostle of scholasticism, studied in the university of 
Naples, and at the famous Dominican school at 
Cologne under Albertus Magnus, whom he followed 
to Paris, where he was graduated in 1248. He re- 
turned to Cologne as lecturer. He was chosen to 
represent at Rome the Begging Friars in their con- 
troversy with the University of Paris, and secured 
for them the liberty of teaching. In 1257 he began 
to lecture upon theology in Paris. Rome. etc.. and 
from this time on his life was one of incessant toil, 
and usually of travel. In 1272 he was called buck to 
the professor's chair at Naples, and wrote his greal 
work " Summa Theologiae ". He refused an arch- 
bishopric, and an abbacy, and died from oxer-ex- 
posure in travelling during illness. Be did more 
than any other writer save Augustine to rashion the 
theological language of the church, 



34 



England 



[1320 




JOHN WYCLIF (English, 1320-1384), "the greatest 
of the reformers before the Reformation," was edu- 
cated at Oxford, and made- master of Baliol college 
in 1361, but shortly resigned to become a priest. In 
1374 he was second in a commission sent to Bruges 
to confer with the papal legate as to abuses com- 
plained of by the English parliament. He became 
outspoken against tin pope, and in 1378 was called 
to account for his .iterances, but London citizens 
burst into the chapel and frightened the synod into 
stopping the proceedings. He was again summond 
before the prelates at Lambeth, but escaped with an 
injunction. He now translated the Bible into Eng- 
lish, and challenged the doctrine of transubstantia- 
tion. In 1382 he was banished from Oxford, and died 
two years later of paralysis. His followers were 
called the Lollards. He did much to establish sounder 
principles of education. 




j JOHN COLET (English, 1466-1519) after graduating 
from Oxford went to Paris and Italy to perfect him- 
self in the classics, then poorly taught in England. 
Here he formed his friendship with Erasmus. On 
his return he read lectures at Oxford, and in 1505 be- 
came prebendary and soon after dean of St. Paul's, 
London. The great work of his life was the found- 
ing in 1509 of St. Paul's school for the education of 
153 scholars "of all nacions and countres indiffer- 
ently." This was for the time on a large scale, and 
the course of instruction was prescribed with wide 
and liberal views, not untinged with severity. Ik 
was the first school in -England in which Greek was 
publicly taught after the revival of letters. The first 
master was the grammarian, William Lily. Colet's 
religious opinions were so much more liberal than 
those of his contemporaries that he was deemed a 
heretic, and died in retirement at Richmond. 



1536] 



J Tolland 




ERASMUS (Dutch, 1467-1536),the most famous schol- 
ar ol the 16th century, is said to have " laid the egg- 
which Luther hatched, 1 ' aiding- the Reformation, and 
doing much to bring about the revival of sound learn- 
ing. Though deeply imbued with the classical spirit, 
he anticipated modern educational reformers by his 
advocacy of the value of scientific studies, and of the 
training of women, t He was the first " man of let- 
ters " who had appeared in Europe since the fall of 
the Roman Empire, able to bring his vast acquire- 
ments to bear upon the life of his day. He did not 
study antiquity for its own sake, but as an instru- 
ment of culture. At the outbreak of the Reforma- 
tion he was soug'ht after by many universities, and 
his word was the law of the Humanists. But he was 
little fitted for troubled times. His influence de- 
clined, and he sank into neglect, and died at Basel, 
" a man without a country. "§ 



36 



Germany 



[1473 




NICOLAUS COPERNICUS (German, 1473-1543) after 
four years at the university of Cracow, studied 
astronomy at Bologna and Padua, and in 1499 was 
made doctor of medicine. In 1500 he held a chair of, 
mathematics at Rome, and in 1503 went to Frauen- 
burg, where he studied the stars. He evolved from 
the astronomical theories of his predecessors the 
present accepted theory that bears his name. The 
preparation of his treatise Be Orbwn Coelestiuw 
Bevolutionibus Libri VI occupied him from 1507 to 
1530. Just after the book was finally printed in 1843 
he was suddenly attacked for the first time by a vio- 
lent illness, and when a copy of the book was put into 
his hands he looked at it, seemed conscious of what it 
was, and then relapsed into insensibility, which soon 
lapsed into death. The book had been printed under 
superintendence of Rheticus, who had already pub- 
lished Copernicus's theories in a letter written in 1540. 






1546] 



( !opern*cus, Luther 




MARTIN LUTHER (German, 1483-1546), most noted 
of the Protestant reformers, was ordained priesl in 
1507, and became teacher in the University of Wit- 
tenberg. He grew indignant at the sale' of indul- 
gences, and nailed 95 theses against them upon the 
door of the church, denying to the pope the power 
to forgive sins. In 1 -">:2 i he declared himself before 
the diet at Worms, in 1529 engaged in a conference at 
Marburg, and was near at hand when in 1530 the 
Protestant creed was established a« Augsburg. He 
vigorously opposed the schools of the time, and 
sought to substitute a curriculum that would include 
Latin. Greek, Hebrew, history, mathematics, and 
music, with strong emphasis upon religionj-and placi 
for logic and rhetoric. Libraries were important, 
and home life should be disciplined by a gentle firm- 
ness which would assure prompt obedience, yet win 
cordial love. 



France 



[1490? 




FRANCOIS RABELAIS (French, 1490?-1553), <• the 
greatest of French humorists, was brought up a 
Franciscan monk, hut became in 1524 a Benedictiue. 
In 1530 he became a secular priest, was graduated in 
medicine at Montpellier the same year, and in 1532 
became hospital physician at Lyons, where his 
u Pantagruel " had appeared as early as 1538, and his 
" GargantiuV' by 1535, though the third book old not 
appear till 1546, the fourth till 1552, and the fifth till 
after his death (1562). In 1535 the authorities at Lyons 
voted his position vacant on account of his absences, 
and he thereafter led a wandering life, and nothing- 
certain is known as to his death. His " Life of Gar- 
gantua and the Heroic Deeds of Pantagruel" is a 
fantastic work, much of it in revolting language, but 
exerted enormous influence. An excellent epitome 
of it is found in Williams's " History of Modern Edu- 
cation ", pp. 68-73. 



L556] 



Spain, The .Jesuit Schools 



39 




IGNATIUS DK LOYOLA (Spanish, 1491-1556), found- 
er of the order of the Jesuits, was at first a soldier, 
and had a leg" broken by a cannon-ball attilie defence 
of Pampeluna. During his enforced idleness he read 
a book called " The Lives of the Saints ", which 1 urned 
his ambition In a new direction. In 1522 he hung- up 
his arms, and devoted himself to spiritual warfare. 
He set out barefoot on a pilgrimage, and withdrew 
to a solitary cavern. He was afterward blessed by 
the pope, and went to the Holy Land, returning to 
Barcelona in 1524. lie now began to educate himself 
for preaching', completing his studies at Paris, where 
in 1534 he formed the Society of Jesus, or the Jesuits, 
who got from him not only their general spirit, but 
their rules and constitutions. In 1840 he was elect- 
ed first general of the society. " Since the revival of 
learning no body of men has played so prominent a 
part in education as the Jesuits/' + 



40 



Spain 



[1492 




GIOVANNO LUDOVICO VIVES (Spanish, 1492-1540) 
was a friend of Erasmus and of Sir Thomas More, 
who looked upon him as a prodigy. Schmidt calls 
him one of the most eminent teachers of his age. 
He lectured at Paris and at Oxford, and was the au- 
thor of several pedagogical books. He agreed with 
Erasmus in his estimate of the importance of edu- 
cation; in regard to the education of women, which 
he would make sufficient to enable them to study 
classic authors; in considering classical training the 
best means of culture; and in despising scholasti- 
cism. His ideal of the teacher is lofty, demanding 
not only scholarship but aptness to impart, incor- 
ruptible morals, and a life worthy of the dignity of 
his calling. He advocated inductive teaching, all 
studies starting from the pupil's standpoint of ex- 
perience, the rules of grammar to be taught from 
observation of examples, etc.* 



1566] 



Germany 



41 




JOHAXN AGRICOLA (German, 1492-1566) founder 
of antinomianism, studied at Wittenberg, where he 
became acquainted with Martin Luther, and in 1519 
accompanied tiini to the assembly of German divine* 
at Leipzig, acting as secretary. After teaching for 
a time at Wittenberg he went in 1525 to Eisleben as 
teacher in the school of St. Andrew. In 1536 he re- 
turned to Wittenberg as professor, and was welcomed 
by Luther; but controversy between them soon arose 
because of Agricola's view that Christians were free 
from the law, being under the gospel alone, a belief 
now called Antinomian. In 1540 Agricola went to 
Berlin, and until his death was court preacher and 
superintendent at Brandenburg. He wrote several 
theological works, and made a collection of proverbs 
(1528), which he illustrated with appropriate com- 
mentary. He is sometimes called from his birthplace 
Magister Tslebius. 




PHILIPP MElANCHTHOff (German, 1407-1560), 
" the Preceptor of Germany," was foremost among 
the practical educators of his century. At 21 he was 
made professor ot Greek at frittenburg, and remained 
there till his death, lecturing on classics, the Bible, 
dogmatics, ethics, logic, and physics, sometimes to 
2,000 students, over whom he had remarkable influ- 
ence. His text-books were many and widely-used. 
He also interested himself In school organization. 
He would have three grades, the first teaching read- 
ing, writing, and a good stock oi Latin words; the 
second, grammar, simple Latin reading, and music ; 
the third, for the elite youth, music, higher Latin 
authors, and ability to speak and write in Latin. He 
believed that "no greater harm can be done to all 
arts, than when the youth is not well practised in 
grammar" ; but thought "too many rules oughfrnot 
to be given,lest they frighten away by their prolixity. " 



42 



Switzerland. u A B C Shooters ' 



[1499 




THOMAS PLATTER (Swiss, 1499-1582) as a boy be- 
dtime fag to a party of " bacchants " or "A B C-shoot- 
ers ", who from 1300 to 1600 used to wander over Ger- 
many, stopping here and there to teach, and taking 
with them boys nominally as scholars, who really 
were obliged to beg and steal for them. After 15 years 
of this wandering, he ran away- from his "bacchants " 
and went to school in Schellstadt and Zurich, where 
he studied day and night, keeping himself awake by 
putting raw turnips, sand, or cold water into his 
mouth, or grinding his teeth together, tutoring and 
making rope for support. In 1541 he was appointed 
teacher of the school at Basle at a salary of 100 florins 
for himself and 100 florins for his assistants. He held 
the place successfully till 1578. In his 73d year he 
wrote an autobiography, which is among the best pic- 
tures extant of the school life of that time. It is re- 
markably frank and simple in narration. 



1582] 



Itaia 




GIROLAMO CARDAiNO (Italian. L501-1575) took his 

degree as doctor of medecine al Padua in 15%. By 
1538 he had become a celebrated physician of Milan, 
and was professor of mathematics there. Subse- 
quently In* taught in Bologna till 1.170. His works, 
published in 10 volumes in 1663, begin with his auto- 
biography, and include treatises upon almost every 
department of learning; including observations on 
heat, cold, light, colors, etc, since reproduced as 
original discoveries. He took deep interest in alge- 
bra and geometry, which he considered the highest 
attainments of man's mind. Luigi Ferrari was his 
pupil, and he cooperated with Nicol6 Tarta\glia. As 
a physician he was called to Scotland to treat the 
bishop of St. Andrews, was received with honor b 
Edward YI. and was made a member of the college 
of physicians at Rome. He was as remarkable for 
his eccentricities as for his mental powers. 



44 



Scotland 



[1505 




JOHN KNOX (Scotch, 1505-1572) after education at 
the University of Glasgow was for some ten years a 
priest of the church of Rome, but in 1546 became a 
protestant and was called to be a minister. He was 
captured by the French and labored for a time in the 
galleys. Upon his release in 1549 he went to Lon- 
don, and preached at Berwick for two years, where 
he substituted sitting for kneeling at communion. 
After the death of Henry VI in 1553, he retired to 
the continent, and from 1556 to 1559 preached and 
wrote in Geneva. In 1559 he went to Scotland and 
was elected minister of St. Giles. He was among the 
foremost in the establishment of presb}^terianism, and 
and was one of the five to draw up a " Boke of Disci- 
pline", one-fifth of which, believed to be almost 
wholly his, is devoted to education, and determined 
the policy of the nation toward free schools. In 1562 
he was tried for treason but acquitted. 



L589] 



Germany 




JOHANN STURM (German, 1507-1589), the most re- 
nowned teacher of his age, has left his impress on the 
secondary school system on all northern Europe 
since his day. When 30 years old he was called to 
Strasburg to organize the gymnasium, and was the 
head of it for 47 years. Tue fame of iz drew pupils 
from all quarters, so that in 1578 its students num- 
bered several thousands. Its reputation was due to 
lis thoroughly systematic organization, being the 
first scheme we have looking to an extended,&ystemat- 
ic, well-articulated course of studies; and to its 
clearly defined aim to train pious, learned and elo- 
quent men. Sturm's method of teaching Latin and 
Greek was by double translation, from Latin into 
German, and viee^oersa. The pedagogic ideas which 
controlled Sturm's method were : All subjects to be 
kept withiD range of the pupil's present ability ; all 
teaching tc be made clear and definite ; little at a time 



46 



France 



[1506 



ST. FRANCIS XAYIER (French, 1506-1552) after 
graduation from Paris became in 1528 Aristotelian 
lecturer at the College de Beauvais. Ignatius Loyola 
came there the same year, and recognized in him the 
qualities which made him the first missionary of his 
time. He became a Jesuit in 1534, and in 1535 went to 
Italy intending to attempt the conversion of the Mos- 
lems in Palestine, but by the outbreak of war was 
compelled to remain in Italy. After the pope had 
confirmed the order of Jesuits in 1540 he became sec- 
retary, but was soon made papal nuncio in India, 
where he was so successful as a missionary that he 
was credited with a miraculous gift of tongues. In 
1547 he sailed for Japan, remaining until 1551, and in 
1552 went to China where he died of fever. His noble 
and brilliant work is acknowledged b}' all writers, 
catholic and protestant alike. He has been well named 
•The apostle of the ladies'*. His body is buried atGoa. 







JOHN CALVIN (French, 1509-1564) was educated 

for the Catholic priesthood, but changed to the study 
of law. Still he studied the Bible, and became a fol- 
lower of Luther. About 1530 he gave up the law for 
theology. In 1532 he published his first book, " De 
Clementia ", and became recognized as the head of 
the Reformation movement in France. In 1534 he 
celebrated the first Protestant communion near Poi- 
tiers. To escape persecution he retired to Basle in 
Switzerland, where he prepared his "Institutes of 
the Christian Religion*' (1536). He joined Farel at 
Geneva, and became teacher of theology. Here he 
sought to establish schools throughout Switzerland, 
with religious instruction prominent. In 1537 he was 
banished from the city, and lived till 1541 in Strass- 
burg, returning then to Geneva. In 1553 he secured the 
conviction of Servetus, who was burned at the stake. 
He secured theocratic government in Switzerland. 



1 568] 



England 



r, 




rouek ascham (English, 1516-1568), .was tlie bes£ 

known English teacher of the sixteenth century, 
being" tutor among others to c^ueen Elizabeth. 11" 
embodied his practice and ais opinions in "The 
Schoolmaster," which has become an English classic 
This book gives the author's method of teaching 
Latin (by double translation), with charming digres- 
sions on pedagogic topics, lie believed that gram- 
matical forms and rules are "sooner and surer learn* d 
by examples of good authors than by the naked rules 
of grammarians." "Ere the scholar have constructed 
parsed, twice translated over by good advertisement, 
marked out his six points by skilful judgment, he 
shall have necessary occasion to read over every lec- 
ture a dozen times at the least; which because he 
shall always do in order, he shall do it always with 
pleasure ... and pleasure allureth love ; love hath, 
lust to labor ; labor always obtaineth his purpose," 



48 



France 



[1533 




MICHEL EYCJUEM ae MONTAIGNE (French, > 153^ 
1592), in Lis brilliant " Essays" founded the school of 
thinkers on education of which Locke and Rousseau 
were afterward the great exponents. In teaching 
languages he would discard grammar and teach by 
conversation. He insisted upon physical education. 
fcU We have not to train up a soul, nor yet a body, but 
a man; and we cannot divide him."| Put in the 
shortest form, Montaigne's idea of the end ot educa- 
tion is, that a man should be trained to the use of his 
own reason. " A man can never be wise save by his 
own wisdom." The key-notes to his method are these : 
—Self-activity of the pupil in the use of all his pow- 
ers and capabilities ; things before words ; judgment 
and understanding before memory; adaptation of 
instruction to the pupils' present abilities.* Like 
Milton and Locke, he dealt only with the education 
of gentlemen, > 



. 



ANOTHER PORTRAIT 



i<n.")] 



Holland, Italy 



49 




LUDOLF von CEULEN [sometimes writenKEULEN 
and COLLE>] (Dutch, 1540-1610) famous for approxi- 
mating the squaring of the circle, was born at llil- 
desheim. and became teacher of mathematics in 
Livland, Antwerp, Breda, Amsterdam, Delft, and 
Arnheim, and professor of Kriegsbaukunsl in the 
University of Leyden. He wrote " Van den ( lerckel " 
(1596) and "De Arithmetische en geometrische fon- 
damenten "' (1616). The dews bad regarded the ratio 
as 3, the Egyptians as 3.16+, Archimedes as 31 -7+ , 
Ptolemy as 3.141552. and the Hindus as3.1416. Adrian 
of Metz by a lucky but illogical process got 6 corred 
fractional figures, Vidte got 10. Adrian von Roomen 
got 15. Von Ceul en calculated the ratio of the circum- 
ference to the diameter with great labor to 35 decimal 
places. The number so obtained, 3. 14159-f- was called 
after him the Ludolf number, and the 35 decimals were 
cut into his tombstone in St. Peter's church, Leyden. * 




CLAUDIUS AQUA VIVA (Italian. 1543-1615) entered 
the order of Jesuits at 2b. and at 38 became its head. 
The organization of this body was largely his work. 
In 1384 he appointed a school commission, consist- 
ing of six distinguished Jesuits from the various 
countries of Europe, who spent nearly a year in con- 
sultation at Home. They framed the ordinances 
regulating studies of the order which after revision 
and approval by Aqua viva finally appeared as the 
" Ratio clique Institutio Studiorum, Societatis Jesu" 
(1599). one of the most famous of pedagogical books. 
By this the order was governed until 1832, when the 
curriculum was enlarged to include physical science 
and tin? modern languages. One of the most impor- 
tant of the many superior features of this system was 
the careful training of teachers, two years of prepara- 
tion being held indispensable. It also provided care- 
fully for the physical welfare of the students. 



50 



Denmark 



[1546 




TYCHO BRAHE (Danish, 1546-1601) learned Latin 
at seven, and in 1559 was sent to Copenhagen to study 
philosophy and rhetoric. The great eclipse of the 
sun, Aug. 21, 1560, occurring at the instant predicted, 
called his attention to astronomy, and though sent 
in 1562 to Leipzig to study law he gave all his atten- 
tion to the stars. Having continued his studies at 
Rostock and Augsburg, in 1571 he returned to Den- 
mark, where his uncle helped him in his researches. 
In 1574 he read lectures at Copenhagen, and in 1575 
travelled through Germany to Venice. To prevent 
his removing to Basle, King Frederick II of Den- 
mark gave him funds for an observatory at Uranien- 
burg, but after the king's death Brahe was compelled 
to give up his work there. He went to Prague, where 
he was magnificently treated, but died before he had 
long enjoyed his fortune. He had however been joined 
by Kepler, who owes his fame to Brahe's lessons, 



1617] 



England, Holland 



51 




JOHN NAPIER (English, 1550-1617), the inventor of 
logarithms, and the first Englishman to take part in 
the advance of science, after education at St. An- 
drews and Paris settled down in Scotland as a conn- 
try squire, engaged in political and theological con- 
tests, and invented engines of war. But in 1614 lie 
published his treatise on logarithms, explaining: their 
use but not their construction. This abbreviation of 
multiplications and (divisions he worked out by arith- 
metic and geometry alone, not recognizing theircon- 
nection with the exponents of algebra. In 1617 he 
published his " Rabdologia '*, showingthe use of num 
erating rods, commonly called "Napier's bones'", 
for multiplication and division. He also gives a 
method by tin? use of little plates of metal in a box. 
and another. •' local arithmetic '*. which is performed 
on a, chess-board, and is based on the expression of 
numbers in the scale of radix 2. 




JACOBUS ARMINIUS [or HERMANUSJ (Dutch 
1560-1609), founder of Arminianism, after education 
at Leyden went in 1582 to Geneva and Basle, travelled 
i n 1586 in Italy, visited Rome, and in 1588 was ordained 
at Amsterdam. He was commissioned to organize 
the educational system of the city, and did if well. 
hi 1603 he was made professor of theology at Leyden, 
where he remained till his death. He was the founder 
of the anti-Calvinistic school of theology. Calvinsim 
had become supreme in Holland, but the rigor of 
uniformity provoked reaction. Arminius was chosen 
in 1589 to controvert Koornhert. who opposed a, con- 
ditional to unconditional predestination. Thus led 
to study the subject. Arminius found himself inclined 
to assert the freedom of man and limit the range of 
the unconditional decrees of God. He was made rec- 
tor of the university in 1605, but resigned after one 
year. He died worn out by uncongenial controversy. 



52 



England 



[1561 




FRANCIS BACON (English, 1561-1826) was a preco- 
cious child, and entered Cambridge at 13. After 
study in Paris he practised law, and began to advance 
rapidly about 1603, becoming attorney-general in 
1613, keeper of the great seal in 1617. and lord chan- 
cellor in 1619, with the title Baron Verulam. (He was 
never Lord Bacon.) But he used this last office cor- 
ruptly, and in 1621 was convicted on his own confes- 
sion, and banished from public life. Though he was 
mean in character, he was magnificent in intellect. 
His " Essays" appeared in 1597, his "Advancement 
of Learning " in 1605, his " Novum Organon " in 1620. 
By recalling the minds of men from barren specu- 
lation, and from exclusive humanistic study, to the 
relief of man's estate through the investigation of 
nature by exact observation and rigorous experiment 
leading to induction of her laws, he added an entire 
pedagogy and a new realm of profitable study. 



1642] 



Jtaly, GermanyJ 



58 




GALILEO GALILEI (Italian. 1564-1642) in 1581 
began to study medicine at Pisa. In 1583, while 
watching the vibrations of the great bronze lump in 
the cathedral he discovered the isochronism of the 
pendulum, using it more than fifty years later in the 
construction of an astronomical clock. In 1588 he 
became mathemat leal lecturer at Pisa, and began the 
scries of experiments that brought on him the enmity 
of the rollowersof Aristotle, as when from the lean- 
ing tower lie showed that the velocity of falling 
bodies is not proportional to their weight. From 
1593 to 1610 he was professor of mathematics at Padua. 
In 1609 he made a telescope and in 1610 discovered 
Jupiter's satellites. He had defended theCopernican 
theory, but in 1816 was admonished not to hold, teach. 
ordefend it, and was silent till in 1632 he published 
his '* Dialogue of the Two Systems". This was con- 
demned, and he died in nominal imprisonment. 




JOHN KEPLER (German, 1571-1630), the founder of 
physical astronomy, after education in theology at 
Tiibungen, reluctantly accepted in 1594 the chair of 
science at Gratz, afterward becoming assistant to 
Tycho Brahe at Prague. On the death of the latter he 
succeeded him as imperial mathematician, and was 
entrusted with Brahe' s papers and tables. lie had long- 
before undertaken to account for tin 1 solar system, 
and in 1609 he published his observations on the orbit 
of .Mars, establishing the laws of elliptical orbits 
and equal areas. In 1619 he published a treatise on 
comets, establishing the third law, l hat of the sesq imp- 
licate ratio between the planetary periods and dis- 
tances. He had in 1612 removed to Linz as mathe- 
matician for Upper Austria, in 1627 going on account 
of the siesze to Ulm, where lie published his " Rudol- 
phine Tables ; ". The duke of Wallenstein assumed 
the salary due him, and in 1628 he removed to Sagan. 



54 



France 



[1576 




TINCENT BE PAUL (French, 1576-1660), an Illus- 
trious saint of the Catholic church, was made a priest 
in 1600, and soon after was captured by pirates and 
sold into slavery at Tunis. He reconverted his mas- 
ter to Christianity, and escaped to France in 1G07. 
He became teacher ot the children of the command- 
ant of the galleys at Marseilles, and in 1G19 was made 
almoner-general of the galleys. While here he 
offered himself, and was accepted, as a prisoner in 
place of a convict overwhelmed with grief at leaving 
his family destitute. Meanwhile he had founded an 
association of priests called Lazarists, who devote 
themselves to the work of assisting the clergy by 
preaching in districts to Avhich they are invited by 
local pastors. From this time his life was devoted to 
works of charity and benevolence. He established 
the first foundling hospital at Paris, and provided 
lor the education of this hitherto neglected class. 









1660] 



Engl a xn 



55 




WILLIAM HARVEY (English, 1578-1657), the dis- 
coverer of the circulation of the blood, after graduat- 
ing from Cambridge in 1597 went to Padua to study 
medicine, returning in 1603 an M.I). In 1607 he be- 
came Fellow of the Royal college of physicians, and 
in 1615 lecturer. In his first course of lectures he 
brought forward his theory of the circulation of the 
blood, showing thai the blood in the arteries was of 
the same kind as that in the veins, and that the heart 
was the motive power of its movement. His theory 
lacked only the ea pillary channels by which the blood 
passes from the arteries to the veins, discovered in 
1661 by Malpighi. His life was full of honors. In 
1609 he was made physician of St. Bartholomew's 
hospital: he was physician of James I and of Charles 
I: he was warden of Merton college, Oxford, and in 
1654 elected president, resigning the next day, but 
becoming concilarius. He left the college his estate. 



56 



France 



[1585 




,.,* 



CORNELIUS JANSEN (Dutch, 1585-1638) after grad- 
uation in 1640 from Louvain taught for a time in 
Paris, and afterward became head of the episcopal 
college at Bayonne. In 1617 he returned to Louvain 
to take charge of the college of St. Pulcheria, but 
gave it up to become in 1619 professor of theology, 
and in 1630 of Biblical exegesis. In 1636 he became 
bishop of Ypres. He died while preparing to print 
his great work upon St. Augustine, upon which he 
had spent 22 years. It appeared in 1840, with an 
epilogue attacking the distinctive theology of the 
Jesuits, and making claims as to predestination not 
unlike those of Calvin. In 1641 it was prohibited by 
the Inquisition, and in 1643, 1653, and 1705 by papal 
bulls. It was because Arnauld and the other Por- 
Royalists refused to yield to this condemnation that 
their schools encountered such fatal opposition from 
the Jesuits, and in 1710 the schools were closed. 




JEROME BIGNON (French, 1589-1656), to whom was 
due the founding of the Port Royal schools, was a 
precocious child. Before he was 10 he had acquired 
mi enormous amount of information, and at 12 he 
published "Chorographie, ou Description de la Terre 
Sainte". Henry IV made him tutor to the Dauphin. 
In 1604 he wrote his " Discourse on the City of Rome " 
and i n 1605 a ' ' Summary Treatise on the Elect i on of 1 he 
Pope". Afterwards lie devoted himself to the study of 
the law, wrote in 1610 a treatise on the treatise 1 on the 
precedency of the kings in France, and in 1613 edited 
Merculfe's " Formulae ". In 1620 he became advocate- 
general to the grand council, and in 1626 to the parlia- 
ment of Paris. In 1642 Richelieu put him in charge 
of the public library. He was interested in Saintv 
Cyran's ideas upon education, and put his two sons 
into Saint-Cyran's hands: it was for them that the 
Port Roval schools were founded. 



1671] 



Germany 



57 




JOHN AMOS COMENHJS (Moravian, 1592-1671), was a 
Bishop of the Moravian Brethren, but gave a lite of 
u it Lring zeal to develop a system of education that 
SSoulcl educate. He took up the work begun by Ra- 
tion, and began by simplifying the Latin grammar. 
He afterward wrote "Didactica Magna" but in the 
meantime published (1031) his "Janua Linguarum" 
which soon made him famous. A simpler edition, il- 
lustrated, was issued in 1657, under the name of 
" Orbis Pictus," a series of rude engravings of sensi- 
ble objects, accompanied by a description of them m 
short and easy sentences. This became the most 
popular text-book in Europe.* He was first to bring 
the mind of a philosopher to oear practically on th^ 
subject of education. Montaigne, Bacon, Hilton had 
advanced principles, but Comenms applied .them. 
His principles are fully stated in his " Lite&nd Woi ks 
by Laurie /$1.00).© 



58 



France 



[1596 




RENE DESCARTES (French, 1596-1650) after an a<V 
venturous early life had volunteered iu the Bavarian 
serv.ce and in 1819 was in quarters at Neuburg on 
the Danube, when lie got to reflecting on the science 
of method, and was filled with enthusiasm as he 
recognized that lie had struck the roots of a marvel- 
ous science. In 1621 he quit military service and be- 
gan to devote himself to study and reflection, From 
1C29 to 1649 he lived in nolland, and he had been but 
a few months at the Swedish court, when he died 
suddenly. " Had Descartes contributed to education 
nothing more than the fundamental maxim of his 
method, he would have deserved long remembrance 
in its history: * * * 'never to receive for true 
anything that is not known to be such on reliable 
evidence : and to comprise no more in our judgment 
than what is so clearly presented to our minds that 
we have no occasion to call it in question'." * 




PIERRE de FERMAT (French, 1601-1665) was for 
some time councillor of the parliament of Toulouse, 
and an accomplished general scholar, but became 
famous as a mathematician. While still a boy he 
made some discoveries in regard to the properties of 
numbers on which he afterward built his method of 
calculating probabilities. He discovered a simpler 
method than that of Archimedes of quadrating par- 
abolas, and a method of finding the greatest and 
smallest ordinates of crooked lines. His method led 
to a controversy with Descartes. His complete math- 
ematical works were published in 1670 and 1679. The 
first volume contains the "Arithmetic of Diophan- 
tus " with notes and additions. The second, besides 
the papers already referred to, contains treatises on 
maxima and minima, on tangents, on centres, on the 
rectificationof curves, various other treatises, and his 
correspondence, 



1674] 



England 



59 




JOHN MILTON {English, 1608-1674), known to his 
own age as a vigorous political pamphleteer and a 
learned theological controversialist, and to all after 
ages as the author of " Paradise Lost," was also a 
schoolmaster, undertaking in 1639 the education of 
two nephews, and afterward taking In other pupils. 
He published the tractate, u Of Education" in 1614. 
Mark Pattison says his definition of education has 
never been improved upon : " I call a complete and 
generous education that which fits a man to perform 
justly, skilfully, and magnanimously all the offices, 
both private and public, of peace and war."* The 
young were to be led on " by the infinite desire 
of a happy nurture ; for the hill of knowledge^ labori- 
ous indeed at the first ascent, else is so smooth, so 
green, so full of goodly prospect and melodious 
sounds on every side, that the harp of Orpheus was 
not more charming."! 






60 



France 



[1612 




ANTOINE ARNAULD (French, 1612-1694), the most 
celebrated of the Port Royal authors, was the 20th 
child of the most famous advocate of his time, who 
in 1594 had defended the University against the Jesu- 
its. He took his degree as doctor of theology at the 
Sorbonne in 1641, and gave himself and his property 
to Port Royal. He espoused the cause of the jansen- 
ists, and in 1643 he published his treatise De la fre- 
quente Communion, especially directed against the 
Jesuits. In 1655 a Jesuit confessor refused absolution 
to the due de Liancourt unless he dismissed his jan- 
senist chaplain and withdrew his granddaughter from 
Port Royal. Arnauld wrote the duke two letters upon 
this affair, one of them containing what is now the 
celebrated distinction de jure and de facto. The Sor- 
bonne expelled Arnauld, who was defended by Pascal 
in his Provincial Letters. In 1679 he was compelled 
to flee to the Netherlands, and he died at Brussels. 




BLAISE PASCAL (French. 1623-1662), great as a 
mathematician, as a philosopher, and as an author, 
was precocious, writing at 16 a treatise on conic 
sections that made Descartes incredulous. In 1648 
he made experiments on atmospheric pressure that 
completed the work of Galileo and Torecelli. He 
made a calculating machine, and contributed to the 
infinitesmal calculus, the equilibrium of fluids, the 
mathematical theory of probability, and the proper- 
ties of the cycloid. In 1652 his sister Jacqueline 
joined the Port Royalists, and in 1654 he threw him- 
self with devotion into that cause, defending them 
in his 18 "Provincial Letters ", which Voltaire de- 
clared to have the wit of Moliere and the sublimity 
of Bossuet, while Gibbon says he learned from them 
to manage the weapon of grave and temperate irony 
even on subjects of ecclesiastical solemnity. His 
" Pensees " appeared in 1669. 



1704] 



The Schools of Pout Royal 



61 




if 



MARIE <le KAIU TIN CHANTAL, M VKOllSE de 

SEVIUNE (French, 1626-16%), mosl charming and 
admirable woman of her time, received an excellent 
education, and after marriage in 1644 became one of 
the most prominent members of the circle of the 
Hotel Rambouillet. After her daughter married the 
governor of Provence, she wrote the letters whicli 
though not intended for publication appeared after 
her death and made her famous, being of great his- 
torical interest and the highest literary merit. Her 
character is unsullied, for her heart was given entirely 
to her children, and her sweet and happy temper 
played lightly even with sorrow and sin. She was on 
intimate terms with the Port Royalists, and was a 
convert to the moral philosophy of Nicole. She 
lived to see her son and her grandson married, and 
died after nursing her daughter through a serious 
lluess- 




JACQUES BENIGXE BOSSUET (French, 1627-1704) 
while at the Jesuits college in Dijon was so thrilled 
with Hebrew poetry that he was often called " a man 
of one book " from his absorption in the Bible. ]n 
1642 Ik- was sent to Paris, and at 16 his attainments 
at the university were the talk of the town. At 24 
he was made archdeacon of Metz, but was frequent- 
ly called to Paris to preach, and in 1662 Louis XIV 
after hearing him wrote to felicitate his father upon 
having such a son. In 1670 he became preceptor to 
the dauphin, and resumed his own education the 
better to instruct his pupil, writing several books, 
the most noted one upon universal history. In 1670 
he published his Exposition of Catholic doctrine. In 
1681 he became bishop of Meaux, and drew up the 
decision of the assembly appointed to settle the dis- 
pute- as to the power of the king and of the Pope. He 
is often quoted in regard to the Port Royal schools. 



62 



England 



[1632 




_ JOHN LOCKE (English, 1632-1704), long- celebrated 
as a philosopher, has exerted wide influence on edu- 
cational history through his " Thoughts concerning 
Education," and in a much smaller degree uy his es- 
say on "Studies." He thinks education consists in 
1st, virtue ; 2d, wisdom ; ad, good-breeding ; and 4th 
and last, learning. " No but that I think learning a 
great help to well-disposed minds; but yet it 'must 
be confessed that in others not so disposed it "helps 
them only to be more foolish or worse men." Wis- 
dom is a blending of prudence, foresight, knowledge 
of the world, and ability in affairs, with an aversion 
to mere cunning. Locke strenuously objects to fre- 
quent resorts to the rod.* fc In all tne parts of edu- 
cation, most time and application is to be bestowed 
on that which is like to be of greatest consequence 
and f requentest use. " It may be doubted whether we 
have yet reached the full application of his principles, t 



1704] 



Holland 



63 




BAiiUCH SPINOZA (Dutch, 1632-1637), the great- 
est modern expounder of pantheism, was of Hebrew 
parentage, but became a student of Descartes and in 
1656 was excommunicated. For a time he supported 
himself by grinding lenses, refusing a professorship 
at Heidelberg, and a pension on condition that Ik 
should dedicate a work to Louis XIV, preferring to 
live on a pittance. His philosophy was a pure 
monism, in which the sole foundation is substance, 
and is mainly contained in his Ethica. His De In- 
tellects Erne a (latione, published posthumously, has 
been translated and is the most available brief sum- 
mary of his philosophy. Its purpose is search for a 
joy which shall be permanent, and consequently the 
discovery of the highest good. " The reformation of 
intellectual procedure" is the first step and he dis- 
tinguishes four classes of ideas, and eight properties 
of the intellect. Eternal truths are necessary truths. 



64 



England 



[1642 




SIR ISAAC NEWTON (English, 1642-1727) after 
graduation from Cambridge in 1665 was made fellow 
in 1667 and professor in 1669. From 1687 to 1690 he 
sat in parliament for Cambridge, being associated 
with John Locke. His greatest work was his dis- 
covery of the theory of gravitation, to which his 
attention was called by the fall of an apple in 1666. 
but the theory was not elaborated till 1685. From 
Kepler's laws he proved that the attraction of the 
sun upon the planets varies as the squares of their 
distances. His ''' Principia " was published in 1686-7, 
liis method of fluxions in 1693, and his ki Optics " in 
1704. From 1703 till death he was president of the 
Royal Society. In 1696 he was made warden and in 
1690 master of the mint, holding the place till death: 
the reformation of English coinage was largely his 
work. The reflecting telescope was devised by him, 
through disbelief in acromatic lenses. 



ANOTHER PORTRAIT 



1727] 



Germ \n^ 



<;;> 




GOTTFRIED W1LHELM LEIBNITZ (German, 164§- 
1716), almost equally distinguished as philosopher, 
mathematician, and man of affairs, taught himself 
Latin and Greek in his father's library, studied law 
at Leipzig and Jena, and declined a professorship at 
Altdorf before he was 81. He became secretary orthe 
Rosicrucians, but in 1667 (Mite red politics in the ser- 
vice of the elector of Mainz, and visited Paris to 
advocate 1 lie conquest of Egypt. He was received 
there us author as well as diplomat, and through 
Huygens was stimulated to mathematical and physi- 
cal discovery, becoming in 1673 F. R. S. of London, 
and discovering the differential and integral calculus. 
From 1676 to his death he was in the service of the 
duke of Brunswick-Lunenburg. For a time he strove 
to unite the' Catholic and Protestant churches. In 
1712 he was made a baron. His last years were devoted 
;<> his philosophical works, and he died neglected. 



66 



France 



[1651 




FRANCOIS DeSALIGNAC deLAMOTHE FENELON 

(French, 1651-1715), archbishop of Cambray, was from 
1675 to 1685 superior of a community founded for 
women converted from Protestantism, and wrote at 
this time his work "On the Education of Daughters". 
From 1689 to 1695 he was made tutor of the dauphin's 
son, the Duke of Burgundy, a boy of violent temper, 
yet warm-hearted and keen, over whom Fenelon 
acquired so beneficent an influence that his life 
would have been a blessing to France had he lived 
to reign. Fenelon became involved in a theologi- 
cal discussion of the doctrines of Molinos, and in 1699 
was banished from court. The principles on which 
he based the young prince's education are embodied 
in his "Adventures of Telemachus", his "Fables". 
and his "Dialogues of the Dead", all of which had" 
large circulation. Moral lessons he always incut* 
cated by examples rather than by bald precepts. 



1719] 



Penelon, La Salle 



67 




JOHN BAPTIST DK LA SALLE (French, 1651-1719, 
founder of the Brothers of the Christian Schools, 
was ordained to the priesthood in 1071, and in 1682 
chose as his life-work the education of the working- 
classes, and the teaching" of poor boys. He took 
charge of schools that had been started in the dif- 
ferent parishes of Rheims, and as the teachers in- 
creased secured a house for headquarters, estab- 
lished rules of poverty, chastity, and obedience, and 
chose a distinctive dress. In 1688 he established his 
system of schools in Paris, and in 1705 was called to 
Rouen where he made the headquarters of the order 
at St. Yon. Schools -were soon established in all 
the principal cities 'of France. By 1702 there were 26 
communities, and they have since extended through- 
out the world. At the Chicago Exposition their ex- 
hibit attracted much notice. Some of his text-books 
are still in use. 



68 



France 



[1661 




CHARLES ROLLIN (French, 1661-1741) became at 
22 a master in the college du Plessis, and was pro- 
moted until in 1694 he became rector of the university 
of Paris, after which he was made principal of the 
college de Beauvais. In 1719 he was re-elected rector, 
but was disqualified and deprived of his other appoint- 
ments because of his Jansenist principles. His " An- 
cient History" (1730-38) was long a famous text-book, 
and his '•Treatise on Studies" (1726-31) is still a 
standard pedagogical authority. It contains a sum- 
mary of what was then a reformed and innovating 
system, based on a use in study of the vernacular. 
He put little emphasis on Greek, butconsidered Latin 
essential, and proposed reforms in methods in the 
direction of Humanism. He also made much of his- 
tory and natural science, proposing for the latter a 
series of practical object-lessons on much the basis 
afterward adopted by Pestalozzi. 






1741] 



Germany 



69 




.AUGUST IIERMAX FRAXCKE (German, 1663-1757) 
was graduated from Leipzig in 1685, and in 1689 be- 
gan to lecture there on the Bible. He was accused 
of pietism, and the lectures were forbidden. He 
went to Erfurt to preach, but in 1691 was banished 
from that town. Soon after he was made professor 
of Greek at Halle, and lor 36 years was also pastor 
of the parish at Glaucha. In 1695 his plans for relief 
of destitute children matured into an institution for 
them supported by public charity. He began with 
a room, on a capital of seven guelders which he 
found in the poor box of his house. Within a year 
had purchased a house, and in 1697 added another 
house. In 1698 he had 100 orphans under his charge, 
and 500 day-scholars. At his death the institution 
included a training college, a Latin school, town 
schools with 110 teachers and 17'U children, etc. 
These schools now give instruction to 3500 children. 



ANOTHER PORTRAIT 



70 



Switzerland 



[1667 




JEAN BERNOUILLI (Swiss, 1667-1748) after gradu- 
ation from Basle at 18 studied chemistry as well as 
mathematics, and in 1690 published an essay on fer- 
mentation, and in 1694 he took the degree of M.D. 
He became professor of mathematics at Groningen, 
where he also lectured on experimental physics. In 
1705 he succeeded his brother James as professor of 
mathematics at Basle, where he remained till his 
death, 43 years later. Among his independent dis- 
coveries were the exponential calculus and the line of 
swiftest descent. He won several of the prizes of- 
fered by the Paris Academy on the laws of motion, 
the elliptical orbs of the planets, and the inclinations 
of the planetary orbits, but his most permanent con- 
tributions are his workfc on pure mathematics, to 
which D'Alembert declared he owed all he knew of 
the subject. He was keen in friendships but ardent 
in resentments^ 






1754] 



Germany. England 



71 




CHRISTIAN WOLFF (German, 1679-1754) after edu- 
cation at Jena began in 1703 to lecture at Leipzig, 
and in 1700 became professor of mathematics at Halle. 
His ideal was to base theological truths on mathe- 
matical certitude, and he lectured in German instead 
of Latin. In 1723 he was removed from office and 
ordered to quit Prussian territory. He went to the 
university of Marburg, where he w r as received with 
distinction. More than 200 books and pamphlets 
appeared upon his expulsion, and his philosophy had 
almost undisputed sway in Germany until displaced 
by that of Kant. The king of Prussia made overtures 
to him to return, and in 1739 his philosophy was re- 
quired of candidates for ecclesiastical preferment. 
In 1740 Frederick the Great recalled him to Halle, and 
in 1743 he became chancellor of the university; but 
he had lost the power of lecturing attractively, and 
his class-rooms were empty. 




NICHOLAS SAINDERSON [or SANDERSON] (Eng- 
lish, 1682-1739), the blind professor of mathematics, 
lost'in infancy notoulv his sight but his eyes, yet was 
a diligent student of the Pennington free school and 
at home, and in 1707 went to Cambridge. Through 
poverty he was unable to enter as a student, but he 
gave private instruction in physics and optics. In 
1711 he received a degree and was made professor of 
mathematics. He invented a computing- board, de- 
scribed in his "Algebra" (1740), which also contains 
a portrait and a memoir. This work "is a model oi 
careful exposition, and reminds one of the algebra 
which Euler dictated after having been overtaken by 
blindness ". His " Method of Fluxions " (1751) is an 
elementary mathematical physics. He was remark- 
ably successful as a lecturer, clear in statement and 
attractive in presentation. He was made a fellow ol 
the Royal society. 



72 



England, America 



[1685 




GEORGE BERKELEY (English, 1685-1753) after 
graduation from Dublin in 1704 studied the new phil- 
osophical principles of Descartes and Locke and 
evolved the principle that no existence is conceivable 
which is not conscious. Perception and .volition he 
considered operations of mind or spirit; no object 
exists apart from the mind. He expounded his theory 
in his " New Theory of Vision " (1709) and more fully 
in his " Principles" of Human Knowledge" (1710*, 
'•Dialogues" (1713) and "DeMotu" (1715), and its 
practical application in his " Discourse on Passive 
Obedience " (1711). He was a college tutor, 1707-171:2, 
and a private tutor, 1715-1720. In 1721 he became 
divinity lecturer and university preacher at Dublin, 
and afterward became Hebrew lecturer and senior 
proctor. In 1728 he came to America to found a col- 
lege in the Bermudas, but after three years gave up 
the project and returned to England. 




SAMUEL JOHNSON (American, 1696-1772), first 
president of Columbia University, after graduation 
in 1714 from Yale taught school, and in 1716, when the 
college was removed to New Haven, was at first its 
sole tutor, with only 15 students. In 1719 he with- 
drew, but it was afterward through his influence that 
Bishop Berkley made his gifts to the college. In 1720 
he was ordained a Congregational ist. lb 1 became 
converted to the Episcopal form of church govern- 
ment, and in 1723 visited England, and on his return 
proceeded to organize the church of England in Con- 
necticut, establishing a church al Stratford. In 1743 
Oxford gave him the degree of I). I). In 1749 Ben jamin 
Franklin visited him to offer him the presidency of 
the new academy^now the University of Pa., which 
he declined; but in 1754 he became president of King's 
college, now Columbia. In 1763 lie retired to Strat- 
ford, on a pension of £50 a year. 



1782] 



Scotland, England 



73 




HENRY HOME, LORD KAMES (Scoteh, 1696-1782) 
became an advocate in 1723; published a volume of 
legal decisions in 1728; was made judge in 1752, and 
one of the lords of judiciary in 1 768. In 1761 he suc- 
ceeded through his wife to an estate in Perthshire, 
where he removed a stratum of peat on L500 acres of 
land by floating it into the river Forth. He was one 
of the founders of the Royal Society of Edinburgh. 
Besides his legal treatises he published in 1751 "Es- 
says on the Principles of Morality and Natural Re- 
ligion"; in 1761 "An Introduction to the Art of 
Thinking"; in 1762" Elements of Criticism " ; and in 
1774 ''Sketches of the History of Man". In his 
"Loose Hints on Education'' (1781), published in his 
85th year, he combats the doctrines recently promul- 
gated by Rousseau. He considers chiefly the culture 
of the heart, and would have the child made ac- 
quainted early with the principles of revealed religion. 




COLIN 3IACLAXREN (English, 1698-1746) tm grad- 
uating from Glasgow at 16 had already shown remark- 
able mathematical genius, and in 1717 was elected pro- 
fessor of mathematics at Aberdeen.' In 1719 he became 
a fellow of the Royal society, made the acquaintance 
of Xewton, and published liis Organic Geometry, in- 
spired by Newton's discoveries as to conic sections. 
In 1722 he became a private tutor, but in 1775 was 
made professor of mathematics at Edinburgh. Jn 
1740 he divided with Euler and Daniel Bernouilli the 
French academy prize on the flux and reflux of the sea; 
and his "Treatise on Fluxions'' was published in 
1742. in which he follows Newton in regarding flux- 
ions as velocities, and announces the doctrine of the 
attraction of ellipsoids. Lagrange declared that this 
discovery could be compared with the greatest of 
those of' Archimedes. His algebra was published 
after his death. 



74 



America 



[1703 




JONATHAN EDWARDS (American, 1703-1758). the 
most eminent of American nreta physicians, was the 

son of a man 60 years pastor of the same church, and 
after graduation from Yale at 17 studied theology for 
two years in New Haven, and was a tutor there 1724- 
1727. He then became colleague with his grandfather 
as pastor of the church at Northampton, Mass., and 
two years later the pastor. Here he became the ac- 
knowledged champion of the doctrine of endless 
punishment. In 1750 in consequence of a contro- 
versy over the suitability of certain books for read- 
ing, and the admission to communion of unconverted 
persons, he was dismissed from his pastorate, and 
was for a time a missionary to the Indians. In 1754 
he published the book by which he is best known, 
'* The Freedom of the Will.'" In January, 1758 he be- 
came president of what is now Princeton university, 
but died 34 days after his installation. 









1790] 



Edwards, Franklin 




BENJAMIN FRANKLIN (American, 1706 WHO). 
besides being one of the mos1 famous American 
statesmen authors, and inventors, rendered greal 
service to the cause of education. He rounded the 
University of Pennsylvania, and also the American , 
philosophical society. Dr. Win. T. Harris says: 
"While Thomas Jefferson, with thai breadth of 
statesmanship which characterizes all of his labors 
kept unceasingly before his view the importance of 
popular education, to re-inforce and make elective 
the operations of the principles of local self-govern- 
ment, on the other hand, Dr. Franklin, himself :> 
noteworthy example of the self-educated man. kepi 
in view the importance' of education as the founda- 
tion of thrift and social development. These two 
men seem to have furnished more than any other 
two men the guiding principles which have prevailed 
in our civilization, political and social." 



ANOTHER PORTRAI'J 



76 



Sweden, Switzerland 



[1707 




CARL von LINNE (Swedish, 1707-1778), better known 
under his earlier name of Carolus Linnaeus, began to 
be interested in plants when four years old, and be- 
came the greatest botanist of his time. In 1727 he 
went to the university at Lund, and in 1728 to Upsal, 
where in 1730 he began to lecture on botany. In 1732 
he explored Lapland, and in 1733 Dalecarlia. In 1735 
he went to Holland for a degree, in 1736 he visited 
England, and in 1738beg^n practice as a physician in 
Stockholm, and in 1740 became professor of botany 
at Upsal. His system of botany is founded on the 
sexes of plants, taking into account only a few 
marked characteristics, and serving only as an index 
to the book of nature. It was first published in Ley- 
den in 1735. His " Genera Plantorum " (1737) is the 
starting point of modern systematic botany. His 
most important work is " Species Plantorum " (1753). 
" He found biology a chaos, he left it a cosmos." 




LEONHART EULER (Swiss, 1707-1783) after gradu- 
ation from Basle in 1723 continued his favorite studv 
of geometry, to which he added physiology, In 1727 
he went to St. Petersburg, where in 1730 he became 
professor of physics and in 1733 of mathematics, 
succeeding Daniel Bernouilli. Here he carried the 
integral calculus to higher perfection, and invented 
the calculation of sines. In 1735 he solved in three 
days a problem for which other mathematicians had 
demanded months. In 1741 he became professor of 
mathematics at Berlin, but returned to Russia in 1766. 
Nearly losing his sight, he dictated his "Elements 
of Algebra" to his servant, who knew nothing of 
mathematics. He won both prizes of the French 
Academy for the theory of the moon's motion, al- 
though he had to carry the intricate calculations in 
his memory. In 7 years he contributed to the St. 
Petersburg Academy more than 70 memoirs. 



1783] 



England, America 



77 




THOMAS DILWOllTH (English, 1710 ?-1780), the 
text-book author, was for some time assistant to a 
schoolmaster named Dycke. at Stratford-on-Bowe, 
and then started a school of his own at Wapping 
In 1740 he published "Dilworth's Spelling Book, or 
New Guide to the English Tongue ", which came into 
general use, in many cases succeeding the " horn- 
book ". It was used to teach the alphabet, spelling, 
reading, and grammar, and was in small type, with a 
portrait of the author. When in 1784 Webster's 
spelling book began to displace Dil worth's in Amer- 
ica, " Dilworth's Ghost" was written to deter teach- 
ers from making the change. In 1743 he published 
his "'Schoolmaster's Assistant, being a compendi- 
dium of arithmetic, both practical and theoretical", 
which was for a time used almost universally in 
American schools, and ma} r still be occasionally 
found in shelves of old school books. 




JOHN LOVELL (American. 1710-1778) after gradu- 
ation from Harvard in 1728 became in 1730 assistant 
in the Public Latin school, Boston. In 1733 he be- 
came headmaster, and continued so 42 years. Though 
in many respects an excellent teacher he was stern 
and rough, and his pupils feared him as they would 
a lion. In 1742 he delivered the first public address in 
Faneuil hall, at the town hall meeting called on the 
decease of Peter Faneuil. When the Revolution came 
he was a loyalist, and when news arrived of the battle 
of Lexington lie dismissed the school, saying: 
•• Wars begun— school's done." He went to Halifax 
with the British troops and died there. In his day 
school began at 7. closed at 11. and began again at 1. 
while at 9 the scholars went to another school to learn 
to write and cipher, which it was beneath the dignity 
of his school to teach. He had a garden in which he 
•allowed the boys as a reward of merit m work for him. 



78 



England, America 



[1711 




DAVID HUME (English, 1711-1776), "the most sub- 
tle metaphysician and one of the greatest historians 
and political economists of Great Britain,'' studied 
at the university of Edinburgh and resolutely devoted 
himself to a literary life. From 1734 to 1737 he studied 
in France, and in 1739 began publishing his '' Treatise 
of Human Nature", which, he says, " fell dead-born 
from the press." In 1741 his " Essays " proved more 
successful. In 1744 he sought unsuccessfully the 
chair of moral philosophy at Edinburgh, and in 1751 
that of logic at Glasgow. In 1748 his i4 Philosophical 
Essays " appeared and in 1751 his popular " Political 
Discourses "*, and " Inquiry concerning the Principles 
of Morals ". In 1753 he began his " History of Eng- 
land ", and in 1757 published " Four Dissertations ", 
in which he argues that polytheism is the natural 
religion. In 1769 he quarrelled with Rousseau, whom 
he had befriended. His later years were prosperous. 



ANOTHER PORTRAIT 




ELEAZAR WHEELOCK (American, 1711-1779), 
founder and 1st president of Dartmouth college, af- 
ter graduation from Yale in 1733 preached at Leba- 
non, Conn. ; and became convinced that as his salary 
provided but half his support, he ought to give half 
his time to educating the Indians. In 1754 he took 
1 wo Indian boys into his family, and in 1755 " Moor's 
Indian charity school " was established there. Vari- 
ous gifts were secured, and in 1765 some $50,000 was 
raised in England, under charge of a board of trus- 
tees with the earl of Dartmouth at the head. In 1770 
the school was removed to Hanover, N. H.. with 30 
pupils, and became Dartmouth college, Mr. Wheelock 
being the first president. His accounts of the school 
from the beginning were published in 9 pamphlets 
(1763-75). Among the Indians he instructed was 
Thyandegea (.Joseph Brant), who afterward sent his 
son to Dartmouth. 



177 ( .>] 



France 



79 




JEAN JACQUES ROUSSEAU (Swiss, 1712-1778), was 
the most extravagant, the most eloquent, the most 
reckless of all Innovators.* "Take the road directly 
opposite to that in use and you will almost always go 
right," was his fundamental maxim. His ?£mile" 
is perhaps the most influential book ever written on 
the subject of education. The school to which he be- 
longed may be said to have been founded by Mon- 
taigne, and to have met with a champion in Locke. 
But it was reserved for Rousseau to give this theory 
complete development, and to expound it in the clear- 
est and most eloquent language. In the Etnile he 
made the first noteworthy study of child-nature from 
a pedagogic standpoint ; emphasized the importance 
of training the senses and bodily capabilities ; and 
was the first to treat adequately the education of 
girls. He gives directions for teaching geography, 
etc., from the standpoint of the child's experience. , 



ANOTHER PORTRAIT 



80 



France 



[1711 




CHARLES MICHEL ABBE de l'EPEE (French, 1712- 
1789), upon whose labors the present system of deaf- 
mute instruction is based, studied for the priesthood, 
but on account of his Jansenist tendencies was de- 
prived of his church functions. He undertook the 
instruction of two deaf-mutes, and invented the 
manual alphabet by which he taught them to con- 
verse. He was entirely uninformed of Pereira's ef- 
forts in the same direction, so that his invention was 
independent of suggestions from others. In 1755 he 
founded a school for the instruction of deaf-mutes, 
which he maintained at his own expense till his death, 
and which was succeeded by a national institution 
founded in 1791 by the National assembly. He pub- 
lished various books upon his methods, the principal 
one in 1784. An estimate of them may be found in 
Hartmann's " Deafmutism ", of which a translation 
appeared in 1881. 




ALEXIS CLAUDE CLAIRAUT (French, 1713-1765) 
was the son of a teacher of mathematics in Paris, 
and at 12 read before the French Academy an ac- 
count of four curves he had discovered. At 16 he 
finished his treatise on curves of double curvature, 
and at 18 was admitted to the academy. In 1736 he 
joined Maupertuis in the expedition to Lapland to 
estimate a degree of the meridian, and on his return 
published his treatise on the form of the earth, pro- 
mulgating a theory on the variation of gravity after- 
ward corrected by Airy. He obtained an ingenious 
approximate solution of the problem of the three 
bodies, and in 1750 gained the St. Petersburg prize 
for his treatise on the lunar theory. In 1759 he cal- 
culated the perihelion of Halley's cornet. He ex- 
plained in 1747 the motion of the lunar apogee, a point 
left unexplained by Newton, applying his solution of 
the problem of the three bodies. 



1780] 



Del'Epee, Clairaut, D'Alembert 



81 




JEANLlMtONI) D'ALKMBKKT (Frencn. 1717-1788) 
was educated at the Mazarin college, where the Jan- 
seuists in seeking to direct his attention to theology 
nave 1 i i iii so little instruction in mathematics thai lx* 
afterwards wasted much time in discovering for 
himself what had already been established. After 
submitting several mathematical papers to the Acad- 
emy of Sciences he was in 1741 made a member, and 
in 1743 established bis principle of dynamics that if 
from the forces acting on a connected system of 
bodies there be subtracted the forces which, acting 
alone, would be capable of producing the actual ac- 
celerations and retardations of the bodies, the re- 
mainder must exactly balance each other. In 1746 
he received the Berlin sold medal for a new calculus, 
and he refused flattering offers to settle in Germany 
and Russia. He assisted Diderot in preparing the 
Dictionnaire Encyclopedique. 



82 



Germany, America 



[1715 



&: 



CHRISTIAN FURCHTEGOTT GELLERT (German, 
1715-1769) was educated at Leipzig-, and from 1851 to 
his death- was professor of philosophy there. He 
lectured on poetry, eloquence, and morals to large 
and enthusiastic audiences. The German literature 
of the period was dominated by Gottsched. Gillert 
was one of a body of young men who resolved to free 
themselves from such trammels, and who started the 
revolution which was consummated by Schiller and 
Goethe. Of his writings, the best are his " Fables rt 
and his " Songs ", the latter expressing the maxims of 
a liberal piety and still popular in Germany. His in- 
fluence was due still more to the excellence of his 
personal character, his gentle piety, and his singular 
knack of gaining the reverence and love of young 
people. He was beloved by his students, and they 
carried his teachings all over Germany. Editions of 
his works were published in 1769-74. and in 1867. 




JOHN WITHERSPOON (Scotch-American, 1722- 
1794), a lineal descendant of John Knox, after edu- 
cation at the university of Edinburgh, and preach- 
ing at Beith and Paisley, became in 1768 sixth presi- 
dent of what is now Princeton university. He at 
once inspired it with new life, broadened its course 
of study, and secured increased financial support. 
He was also prominent in the councils of the Revolu- 
tion. He was a signer of the Declaration of Independ- 
ence, a member of the New .Jersey constitutional 
convention and provincial congress in 1776, and a 
member of the Continental congress from 1776 to 1782. ' 
He was always firm .in the most gloomy aspects of 
public n.ff airs, and discovered great presence of mind 
under the most embarrassing conditions. In 1779 he 
resigned his house on the college grounds to the 
vice-president, but in 1783 he visited Europe, and' to 
the last performed his functions as president. 



1794] 



Prance, America 



83 




JOHANN BERXHAltD BASEDOW (German, 172*- 
1790), became famous through his Philanthropinum at 
Dessau, founded on the ideas of Rousseau, with the 
key-note "Everything" according to nature." There 
was much teaching by guessing and other games, 
the pupils sometimes tln*owing dice to see who should 
recite next. They had 8 hours for sleep, 8 for food 
and amusement, 8 for school-work and manual labor. 
The development of the body was especially cared 
for, gymnastics being introduced into modern schools 
for the first time. But it did not succeed, and was 
closed in 1793. Basedow proved an unfit man to be 
at its head, and did not continue long in charge, there- 
after teaching privately. His " Qlementarbuch" 
gave information in the form of dialogues, inter- 
spersed with tales and easyipoetry, and his " Method- 
enbuch' was a companion volume for .parents and 
teachers. 



ANOTHER PORTRAIT 



84 



Scotland, Germany 



[1723 




ADAM SMITH (Scotch, 1723-1790), the great politi- 
cal economist, after education at Glasgow, in 1751 
became professor of logic, and in 1752 of moral phil- 
osophy at Glasgow. His " Theory of Moral Senti- 
ments*' (1759) gave him wide reputation, and he issued 
in 1776 ''An Inquiry into the Nature and Sources 
of the Wealth of Nations ", which made him the 
father of modern political economy. It demonstrates 
that to advance a people to greatness every man 
should be permitted so long as he observes the rules 
of justice to pursue his own interest in his own way, 
and to bring both his industry and his capital into 
the freest competition with those of his fellow citi- 
zens. He lived in London, 1776-78, and then removed 
to Edinburgh as commissioner of customs for Scot- 
land, where he remained till death. In 1787 he was 
elected lord rector of the University of Glasgow. A 
posthumous volume of essays appeared in 1795. 




IMMANUEL KANT (German, 1724-1804) was through 
life a professor in the university of KOnigsburg from 
which he was graduated, never once leaving the 
city during the thirty years he taught there. The 
central point of his philosophy is that before any- 
thing can be determined concerning the objects of 
cognition, the faculty of cognition and the sources 
of knowledge lying therein must first be examined. 
He also gave lectures on pedagogy. He believed that 
behind education lies hidden the great secret of the 
perfection of human nature, and that education is 
made up of discipline, cultivation, and the attain- 
ment of prudence and morality. The chief interest 
centres in character-development, which he terms 
lwactical education; and the great problem is how 
to combine subjection to legal authority with the 
proper use of individual freedom. His views on 
moral education anticipate Herbert Spencer's. 



181U] 



Two American College Presidents 



85 



'j^L 




WILLIAM SAMUEL JOHNSON (American, 1727- 
1819), presidenl of Columbia University and son of 
the first president, after graduation from Yale in 
1744 studied law and rose to eminence in that profes- 
sion. In 1761 and lTfio he was elected to the Connec- 
ticut general assembly, and in 1765 to the upper 
house, where he was a guiding spirit in opposition to 
the stamp tax, and from 17(>6 to 1771 he was in Eng- 
land as special agent from the assembly. During 
the war he was sent to plead with the British officers 
not to destroy the town of Statford. when he was ar- 
rested and paroled: but after peace was declared he 
resumed his place in the upper house. In 1787hewns 
made the first president of Columbia college under the 
new charter. He was elected first U. S. senator from 
Connecticut, but resigned and from 1793 to his resig- 
nation in 18(H) devoted himself to the college, spend- 
ing the rest of his life in literary leisure at Stratford, 




EZRA STILES (American. 1727-1795) studied Latin 
at 9, was ready for college at 12, and entered Yale at 
15, was graduated in 1746. became tutor in 1749. was 
admitted to the bar in 1753. but in 1755 became pastor 
of a church in Newport. K. I. He conducted the first 
electrical experiments in New England, and was a 
personal friend of Dr. Franklin, who sent him a 
thermometer, his observations of which he recorded 
daily till his death. He was also interested in silk- 
culture. In 1778 he became president of Yale, having 
insisted upon some modifications of the religious re- 
quirements and upon more cordial relations with the 
State authorities. He gave much of the instruction 
in mathematics and the sciences, as well as i i menta 1 
and moral philosophy and ecclesiastical history. 
During the revolutionary war the college lost ground, 
depending chiefly upon clergymen for support. In 
1792 the legislature made its first grant to the college. 



86 



England, France 



[1733 




JOSEPH PRIESTLEY (English, 1733-1804) was a 
clergyman. But in 1758 he also established a private 
school and from 1761 to 1767 was tutor in an academy 
at Warrington. He was especially interested in 
natural science, he met Franklin in London, and in 
1767 he published his " History of Electricity ". His 
experiments with the carbonic acid produced in a 
brewery led to the discovery of oxygen, announced in 
1774, followed by the preparation of nitric and nitrous 
oxides, hydrochloric acid, etc.. which did much to 
erect chemistry into a science, though his doctrine of 
phlogiston was long ago discarded. In 1780 he began 
to preach in Birmingham, but because he sided with 
the French revolutionists in 1791 his home and chapel 
were burned by a mob. In 1794 he came to America, 
and spent the rest of his life in Northumberland, Pa. 
He published altogether 130 volumes. Though called a 
materialist, he believed in the immortality of the soul. 



JOSEPH LOUIS LAGRANGE (Italian, 1736-1813) a 

mathematician of the first rank, while at college in 
Turin read an essay by Halley that roused his enthus • 
iasm for the analytical method in mathematics, and 
at 19 made known to Euler his calculus of variations. 
In 1754 he was made professor in the royal school of 
artillery, and in 1859 published his theory of sound. 
In 1762 he published his " method of variations ", and 
from 1764 to 1788 took the five prizes offered by the 
Paris Academy of Sciences. In 1766 he succeeded 
Euler as director of the mathematical department of 
the Berlin academy. In 1788 he published his "An 
alytical Mechanics "at Paris, whether he had removed 
in 1787, and aided in the establishment of the metric 
system. He became professor of mathematics in the 
Polytechnic school, and was placed at the head of the 
geometry section of the Institute. He was buried at 
the Pantheon, Laplace delivering the funeral oration, 



1813] 



Two More American College Presidents 



87 




MLYLES COOPER (English, 1737-1785), ?d president 

of Columbia university, after graduation in 1760 from 
Queens college, Oxford, became in 1762 professor of 
moral philosophy and assistant to the president of 
Kings college, now Columbia university, and within 
the year became president at the early age of 26. At 
first his popularity was great. He, was a wit and a 
scholar, and won the students by occasionally laying 
aside his dignity. He secured gifts from Oxford uni- 
versity, and in 1771 visited England in behalf of tie 1 
college. As the revolution approached, however, he 
became active as a high church tory,and his pamph- 
lets soon made him the most thoroughly hated man 
in America. In 1775, warned that a mob was to at- 
tack the college, he jumped over the college fence and 
spent all night wandering along the Hudson river, 
and the next day escaped to England. He was after- 
ward a clergyman in England and Scotland, , 




JAMES MANNING (American. 1738-1791). the first 
president of Brown University, after graduation 
from Princeton in 1762, while preaching at Warren, 
R. I., opened in 1763 a Latin school. In 1765 he was 
elected president of the Rhode Island College, pro- 
posed and established largely through his efforts, and 
began to give collegiate instruction at Warren. \n 
1770 the college was moved to Providence, where he 
served also as pastor of the First Baptist church. 
From 1776 to 1783 the college was suspended, as the 
building was used for a barrack and a hospital. In 
1786 he was elected to Congress. He was of com- 
manding and pleasing appearance and winning 
manners, and depended for college discipline rather 
upon parental persuasion than upon official authori- 
ty. Nicholas Brown, whose name the university now 
bears, was one of his students, and gave to one of 
the buildings he erected the name " Manning Hall ". 



88 



England 



[1738 




SIR WILLIAM HERSCHEL (German, 1738-1822) 
was in early life a musician, and in 1757 settled in 
England as an organist and music teacher." becom- 
ing ill 1^66 organist at Bath. But he was a scientific 
student, and, aided by his brother and his sister, began 
to make telescopes lor his own use, in 1774 complet- 
ing one of 6 feet, and in 1789 one of 40 feet focal 
length. In 1780 his observations began to be com- 
municated to the Royal Society, in 1781 he discovered 
Uranus, in 1783 he showed the motion of the solar 
system in space, and from 1784 to 1818 he showed the 
position of the sun. In 1793 he proved that the ter- 
restrial laws of gravitation applied to the most dis- 
tant stars. In 1782 he became private astronomer to 
the king, which enabled him to devote himself to sci- 
ence. He published catalogues of double stars, neb- 
ula?, etc., and tables of comparative brightness. He 
also made researches in light and heat. 




MRS. SARAH KIRBY TRIMMER (English, 1741- 
1810) was the daughter of the drawing teacher of King 
George III, and as a child knew l)r. Johnson, Ho- 
garth, Gainsborough, Sir Joshua Reynolds, and their 
social set in London. She married at 21, and had 12 
children, whose education she herself directed. She 
had also much to do in placing governesses in private 
families, and in 1780 began her " Easy Introduction 
to the Knowledge of Nature ", in which she gave her 
own plan of home instruction. This was followed by 
selections from "Sacred History" with annotations 
and reflections; " The (Economy of Charity " (1787), 
" The Servant's Friend", "A Comparative View of 
the New Plan of Education" (1805), various illus- 
trated histories, "A Little Spelling-Book ", and other 
small books of natural history, etc. She also published 
"The Family Magazine", "The Guardian of Educa- 
tion ", and an " Essay upon Christian Education ", 



1830] 



France, America 



89 




JEAN FREDERIC OBEKLIX (French, 1740-1826) in 

1766 became pastor al Waldbach, Alsace, and set 
himself to bettering the physical condition of his 
Hock. II<' began by constructing roads, erecting 
bridges, and introducing improved met hods of agri- 
culture, till comfort took the place *of povertj and 
indolence. At t he close of his (>o years labor, the 
population had'increased from 500to5000. He found- 
ed an itinerant library, established village schools, 
and started the first infant schools known. This hist 
was his distinctive educational work. In these in- 
fant schools, then termed asylums and more like the 
French creche* than our kindergartens, he gathered 
the children for instruction and recreation while 
their parents were at labor. Primarily his intention 
was to leave the parents free to work, but the plan 
soon developed into training of the children, till thai 
became an end. and great good was accomplished. 




SAMUEL KIRKLAXD (American, 1741-1808), found- 
er of Hamilton college, was a student at Eleazar 
Wheelock's school for Indians at Lebanon, and de- 
voted himself to their evangelization. Before his 
graduation from Princeton in 1765 he had begun his 
work in central New York among the Oneidas. He 
lived with them and made his life a long sacrifice for 
lor them. He married a niece of Dr. Wheelock, who 
accompanied him in his work. In 1788 the Oneidas 
and t he State conjointly gave him 47o() acres of land, 
and on this In; set" out to found an institution open to 
Indians and whites that might perpetuate his work. 
He gave it one-eighth of his grant, and interested 
others in the project. He go1 from Alexander Ham- 
ilton a gifl of hind, and for Hamilton the school was 
named. A charter was granted in 1793, and in- 
struction began in 1708. In 18P2 it received a college 
charter. 



90 



SWITZERLAND, AMERICA 



[1741 




JOHANN KASPAR LAVATER (Swiss, 1741-1801) 
though best known for his work on physiognomy was 
a preacher, a theological writer, a poet, and a friend 
of Goethe, from whom however he afterward became 
estranged. When Ziirich was taken by the French 
in 1799, while trying to appease the soldiery he was 
shot through the body, and died after long suffering. 
In his " Wahrung und Dichtung" Goethe draws an 
amusing contrast between Lavater and Basedow (see 
Quick's "Educational Reformers", pp. 186, 187), 
much to the disadvantage of Basedow. He says : 
" As the lines of Lavater's countenance were free and 
open to the beholder, so were Basedow's contracted, 
and as it were drawn inward. Lavater's eye clear 
and benign, under a very wide lid ; Basedow's on the 
other hand, deep in his head, small, black, sharp, 
gleaming out from under shaggy eyebrows, whilst 
Lavater's were under two arches of soft brown hair," 




THOMAS JEFFERSON (American. 1743-1826) was 
an educator as well as a statesman. He was educated 
at William and Mary's college. In 1778 he presented 
an educational bill for Virginia, said to have been the 
suggestion for the school system adopted in Germany 
under von Humboldt, with whom he had intimate cor- 
respondence. He proposed an amendment to the na- 
tional constitution by which the national government 
should cooperate with the States in educational work. 
Throughout his administration as president he fa- 
vored every bill that made grants for education, es- 
pecially that giving section 16 of every township for 
the support of common schools. In 1817 he proposed 
compulsory education for Virginia. The nucleus of 
the present congressional library is the gift of 6,700 
book's from his own library. After his retirement 
from public life in 1809 he devoted himself largely to 
the establishment of the University of Virginia, * 



1 s-_>(;j 



France 



91 




AXTOIXE LAURENT LAVOISIER (French, 1743- 
1 r94), the discoverer of oxygen, after graduation from 
the College Mazarin, Paris, devoted himself to science 
with such zeal thai when preparing the essay which 
won him in 1766 his first prize, on the best mode of 
lighting the streets of Paris, in order to render his 
eyes more sensitive he shut himself up for six weeks 
in a room hung with black and lit only by the lamps 
he was experimenting upon. He assisted in prepar- 
ing a, geological map of France, and in 1770 began 
investigation of the air. In 1778 he gave to what 
Priestley had called " dephlogisticated air "the 
name of oxygen, and in 1778 published his " Methode 
de nomenclature chimique *', which supplanted the 
alchemistic jargon prevailing. His " Traite elemen- 
taire de chimie " (1789) dealt the final blow to phlo- 
giston, and established the science of modern chem- 
istry. In 1794 as ex-farmer-general he was beheaded. 




,TEA> AMOINE MCOLAS de CARITAT COMK))!- 

CET (French. 1743-1794). mathematician and philoso- 
pher, after study at the college of Navarre by an 
essay on the integral calculus gained a seat in the 
academy of sciences, and in 1777 became secretary 
In tin; same year his theory of comets gained a prize 
in the Berlin academy. At the revolution he was 
elected to the legislative assembly, of which in 1772 
lie was president, hi the national convention lie 
sided with the Girondists and in 1793 was outlawed. 
While in hiding he wrote his most remarkable work, 
" Esquisse des Progres de PEsprit Humaine". Hav- 
ing left his hiding place he was imprisoned and the 
next morning was found dead on the floor, probably 
having poisoned himself. His collected works were 
published in -21 volumes in 1804. He treated all prob- 
lems in mathematics with ease and with ingenuity, 
but was stronger i n suggesl ion than in demonstrat ion. 



92 



Scotland, England 



[1743 



ANDREW DALZEI^, (Scotch, 1743-1806) after grad- 
uation from Edinburgh in 1773 became Greek profes- 
sor there by what was then the common practice of 
paying the present incumbent $1500 for his place. 
He at once infused new life into what had been a 
neglected study, so that in 1784 it brought him an in- 
come of $2000. In 1785 he published his first text- 
book, ''Collectanea Graeca", followed in 1797 by a 
similar volume of poetical selections. His "Ana- 
lecta majora" and " Analecta minora" also came 
into wide use. In the contest where Jacob Bry- 
ant denied the existence of Troy and Bentley and 
Wolf the existence of Homer, he stood by Homer and 
his story. He was librarian of the university, and 
wrote a history of it i n two volumes. Lord Cockburn 
says he was "mild, affectionate, simple, an absolute 
enthusiast about learning," — not a good instructor, 
but a great exciter of boys' minds. 




RICHARD LOVELL EDGEWORTH (English, 1744- 
1817) while still at Oxford made a run-away match, 
and went to live in Berkshire. He tried to bring up 
Ills son after the principles laid down in Rousseau's 
Emile, but afterward doubted many of Rousseau's 
views. He formed a friendship with Thomas Day, 
who at his suggestion wrote " Sanf ord and Merton ". 
In 1782 lie settled down upon his estate in Ireland, 
where in 1794 lie offered to establish a telegraph sys- 
tem of his own invention, which was put into opera- 
tion in 1802. In 1798 "Practical Education" was 
published under joint authorship with his daughter 
Maria, a literary partnership that continued for 
many years. In 1806 he was made one of the com- 
missioners to inquire into Irish education, and his 
" Professional Education " appeared in 1808. c His 
biography was written by himself up to 1782, and 
concluded by his daughter. 



1833] 



England 



( x\ 




HANNAH MORE (1745-1833), made three reputations s 
(1) as a clever verse-writer and converser in the circle 
of Jolinson, Reynolds, and Garrick ; (2) as an ani- 
mated writer on moral and religious 'subjects on 
the Puritanic side ; (3) as a practical philanthropist. 
She was the daughter of a schoolmaster, and in YitF, 
with her four sisters established a boarding-school 
at Bristol. An annuity from a wealthy admirer set 
her free for literary pursuits. Her "Strictures on 
Female Education ' ' was published in 1799. The tone 
is animated, the writing fresh and vivacious, with an 
originality and force in her way of putting common- 
place sober sense that accounts for her extraordinary 
popularity. In her serene old age philanthropists 
from all parts of the world made pilgrimages to see 
the bright and amiable old lady. She retained all 
her faculties till past the age of 85, and died univers- 
ally lamented. 8 




LINDLEY MURRAY (American. 1745-1826), the 
grammarian, was the son of a Quaker merchant, and 
became a successful lawyer in New York city. He 
retired in 1784 and settled in England, where he de- 
voted himself to literary pursuits. He is best known 
by his "English Grammar" (1795), for many years 
the standard authority, especially in England, and in 
1816 he issued a new edition, of an abridgment o\' 
which (1818) more than a million copies were sold. It 
was embossed for the blind, and translated at Horn- 
bay into an Indian dialect. He published an " Eng- 
lish Reader" (1799), a "Spelling Hook - * (1804) that 
reached 44 editions, and other text-books, besides an 
autobiography, and some religious and philanthropi- 
eal works. His library became noted for its theologi- 
cal and philological treasures. He studied botany, 
and his garden was said to exceed in variet y the n>\ fil 
gardens at Kew. 



94 



Switzerland 



[1746 




v 



JOHANN HEINKICH PESTALOZZI (Swiss, 1746-1827), 
known as tne founder of " object-teaching," is the 
most celebrated of educational reformers. He was a 
lonely child, and grew up with excitable feelings and 
a lively imagination wliicli prevented circumspection 
and f orethougnt. He f aile4 as a clergyman, failed as 
a farmer, and failed as a schoolmaster, but w as unex- 
pectedly successful as an an author, his " Leonard 
and Gertrude" (1781) making him famous, afterward 
followed by "How Gertrude teaches her Children. "J 
After the French revolution, his ..friends came into 
power, and asked him what post he would accept. 
He replied, "I want to be a schoolmaster." So in 
1798 he was sent to Stanz to care for orphan children, 
removing in 1799 to Burgdorf, and in 1805 to Yverdun, 
where his school gained a European reputation. 
Pupils flocked to it, and its fame attracted many dis- 
tinguished visitors. Read his life by DeGuimps ($1.50). 



1827] 



Pestalozzi 



95 





PORTRAIT FROM HIRER'S LIFE 



ANOTHER PORTRAIT 



96 



France 



[1746 




GASPARD MONGE (French, 1746-1818), the in- 
ventor of descriptive geometry, after education at 
Beaune, Lyons, and at the military school in Mezi- 
eres became professor at the latter in 1768 of mathe- 
matics and in 1771 of physics. In 1778 he got the 
chair of hydraulics at the Lyceum in Paris, whither 
he moved in 1783, and was appointed examiner of 
naval candidates. In 1781 he published his discov- 
ery of the curves of curvature of a surface, which in 
1795 he applied to the ellipsoid. In 1792-3 he was for 
a time minister of the'marine, and was active in the 
national defence, and in the establishment of the 
Normal and Polytechnic schools, at each of which 
he was professor of descriptive geometry. In 1796 
he was sent to Italy, and later to Egypt and Syria. 
He became president of the Egyptian Commission. 
He was in the senate with the title of Count, when the 
fall of Napoleon took away all his political honors. 




STEPHANIE FELICITE DUCREST de SAINT AU- 
BIN, COMTESSE de GENLIS (French, 1746-1830) 
was married at 16, and at 24 became governess at the 
Palais Royal to the daughters of the duchess of 
Chartres, and in 1781 to the sons of the duke of Or- 
leans, one of them afterward King Louis Philippe, 
which led to the resignation of all their tutors. The 
better to carry out her theory of education she wrote 
several works, the best known of which is the " Thea- 
tre of Education " (1779-80). The fall of the Giron- 
dins in 1793 compelled her to take refuge in Switzer- 
land. In 1794 she went to Berlin, but was expelled, 
and settled in Hamburg, w r here she supported her- 
self by writing and painting. In 1799 she returned 
to France and w r as received with favor by Napoleon, 
who gave her a pension of $1,200 a year. She con- 
tinued her writings, which though hasty form good 
material for historians. 



1833] 



MONGE, DE GeNLIS, LAPLACE, LeGENDRE 



97 




PIERRE SIMON MARQUIS de LAPLACE (French, 
1749-1827). the New ton of France, alter education at 
the military school of Beaumont became a teacher 
there, and at 18 came to Paris, where a letter to 
DWlembert made him professor in the Ecole Mili- 
taire. In 1773 he announced the invariability of 
planetary mean motions, the most important step in 
the establishment of the stability of the solar sys- 
tem. Tin* was followed by profound investigations 
by him and by Lagrange, communicated to the Acad- 
emy of Sciences in 1787. His " Mecanique Celeste " 
(1799) collected in a single work the development and 
application of the law of gravitation by three gener- 
ations of illustrious mathematicians. 'His " Exposi- 
tion du Systemedu Monde" (1796) gave the same con- 
clusions in style so lucid that in 1816 he was elected 
to the French Academy. It is in this volume that he 
announces his nebular hypothesis. 




ADRIEX MARIE LEGENDRE (French. 1752-1833), 
in the front rank of the several great French mathe- 
maticians of his time, after graduation from the 
College Mazarin became professor in the Ecole MilU 
taire and afterward in the Ecole Normale. In 1792 
he received the Berlin academy prize for a memoir 
relating to the paths of projectiles. He was a mem- 
ber of the commission for connecting Paris and 
Greenwich geodetically. and of the council to intro- 
duce the decimal system of weights and measures 
and determine the length of the metre. His researches 
on elliptic functions covered 40 years, yet when in 
1827 the discoveries of two young' and yet unknown 
mathematicians revolutionized the subject, hereadih 
and cheerfully accepted them. His name is most 
widely known through his " Elements of Geometry "". 
the first successful attempt to supersede Euclid, and 
long a favorite text-book in England and America. 



98 



Germany 



[1746 



^Msmmm,,. 




JOACHIM HEINRICH CAMPE (German, 1746-1818; 
studied theology at HaHe, and after acting for a time 
as chaplain at Potsdam, in 1777 replaced Basedow as 
director of studies at the Philanthropin at Dessau. 
Soon after he set up a similar establishment of, his 
own at Tittow, near Hamburg, but was obliged to 
give it up on account of ill-health. In 1787 he be- 
came counsellor of education at Brunswick, and pur- 
chased a school-publishing business, which became 
very prosperous.. He published the "Kleine Biblio- 
thek ", 12 vols., "Sammtliche Kinder- und Jugend-* 
schriften". 37 vols., etc. His "Robinson der Jiingere '", 
known in English as " The Swiss Family Robinson", 
was translated into nearly every European language. 
His theoretical works on education were also influen- 
tial, including his "General Revision of the School 
System" (1785-91) in 16 volumes. His biography by 
Leyser was published in 1877. 



1831] 



Amehica 



99 






STEPHEN GlUAKl) (French, 1750-1831). founder of 
Girard college, was a sailor a1 13 and a captain al 
•33. In 1877ne gave up the sea and settled in Phila- 
delphia as a merchant. When yellow fever broke out, 

sweeping away a sixth of the population, he became 
manager of the hospital, and devoted himself to the 
cm re of the sick and the dead, and assisted the suffer- 
ers with money and provisions. From this time his 
financial success was remarkable. On the dissolu- 
tion of the United Stales bank he founded the Girard 
bank, and during the war of 1812 assisted the gov 
eminent at a critical period by subscribing to a large 
loan. He left his 7 l / 2 millions to charity, most of it 
for founding the Girard college fr>r orphans. Fie 
required that they should be instructed in the purest 
principles of morality, with a love for truth, sobriety, 
and industry: but to prevent sectarian instruction 
he forbade that clergymen should enter the grounds. 




TIMOTHY ©WIGHT (American. 1752-1817) was a 
grandson of Jonathan Edwards, and was graduated 
from Yale in 1769. After two years in a New Haven 
grammar school he became in 1771 a tutor, which he 
remained till in 1777 he was licensed as a preacher 
and became an army chaplain. In 1778 he retired to 
his farm in Northampton, serving two terms in the 
Massachusetts legislature. In 1783 he was ordained 
at Greenfield, where he opened an academy that drew 
students from all over the country. In 1795 he was 
made president of Yale. A: thai' lime the college 
was a, feeble institution with 110 students and only 
tour instructors, but under him it grew toward real 
ii diversity life, and recovered the prestige it had lost. 
His principal works were "Theologv Explained and 
Defended " (1818). " Travels in New England and New 
York" (1821). He also wrote the "Conquest of Ca- 
naan" (1774), an ambitious epic poem. 

L.fC. 



100 



England 



[1753 




ANDREW BELL (Scotch. 1753-1832) after gradua- 
tion from St. Andrews served as tutor six years in 
Virginia and six more in Scotland. In* 1787 he sailed 
for India, and became superintendent of the orphan 
asylum at Madras. He could not get satisfactory 
teachers, and hit upon the plan of making one pupil 
teach the others, the "monitorial" system. In 1796 
he returned to England with a reputation and $130,- 
000 in his pocket, and published " An Experiment in 
Education'', a report of what he had done. In 1805 
Joseph Lancaster came to see him, and they became 
enemies. The National Society was formed to sup- 
port Dr. Bell's methods, and the British and Foreign 
School Society to support Lancaster's. Dr. Bell be- 
came prebendary of Westminster Abbey, and is bur- 
ied there. He left his estate of a million dollars to 
educational uses, and founded the chairs of education 
at Edinburgh and St. Andrews. 



' 



1832] 



( rERMANY 



101 




AUGUST HERMANN NIEfflEYER (German, 1754- 
1828), a great grandson of Fraucke, after being pro- 
fessor of theology at Halle, was in 1785 made a di- 
rector; and upon the establishment of a teachers 
seminary in 1787 was placed at the head of it. The 
institution was closed by Napoleon, and when opened 
again through his efforts in 1807, he was made chan- 
cellor, which position he held for nine years. His 
lk Principles of Education and Instruction" (1799) 
was the first attempt at systematizing German peda- 
gogy, and one of the earliest attempts at a history of 
education. He regarded the harmonious develop- 
ment of the faculties as the first principle of educa- 
tion. The book grew to three volumes, and he 
himself edited eight editions of it. It is still re- 
garded as among the best German authorities. In 
1816 he was made a member of the consistory m 
Magdeburg. 



102 



Franc*:, England 



[1758 



jl?C : l 



ANTOINE ISAAC SILYESTRE, BARON de SACY 

(French, 1758-1838), greatest of French orientalists 
and founder of the modern school of Arabic scholar- 
ship, was educated in seclusion at his home in Paris. 
He became in 1781 counsellor and in 1791 commissary- 
general in the cour des mommies. In 1792 he retired 
from public service, and devoted himself to the orien- 
tal studies to which he had already given a great deal 
of time. In 1795 he was made professor of Arabic in 
the newly founded school of living Eastern lan- 
guages. His Arabic text-books proved him to be a 
great teacher as well as a profound scholar. In 1806 
he became professor also of Persian. In 1808 he en- 
tered the corps legislate/, and in 1832 was made a 
baron. Tn 1815 he became rector of the University of 
Paris, and after the second restoration was active in 
the commission of public instruction. With all this 
varied work he was always fond of society. 










RICHARD PORSON (English, 1759-1808), the great- 
est of modern Greek scholars, after graduation from 
Cambridge in 1782 was elected fellow of Trinity, and 
in 1783 began publishing critical reviews, and in 1786 
helped to edit an edition of the Anabasis. ' By 1790 
he had become known as a scholar of the first rank, 
and his letters on a spurious verse in 1st John were 
pronounced by Gibbon the most acute and accurate 
piece of criticism since the days of Bentley. In 1792 
he lost his fellowship because unwilling to become a 
clergyman, and his friends raised funds to provide 
an annuity of $500 a year. He lived in London, and 
delighted to gather young men about him and pour 
forth from his marvellous memory torrents of every 
kind of literature. In 1792 he became Greek profes- 
sor at Cambridge, but the income was only $200; and 
iri 1806 was made librarian of the London institution, 
which brought him $1,000 a year more. 



1838] 



Germany 



103 




JOHANN GOTTLIEB FICHTE (German, 1762-1814) 
after a youth of ;tudy a< the universities, supporting 
himself by teaching and literary work, in 1790 became 
acquainted with Kant's philosophy, and wrote his 
"Critique of Revelation ", which by the publisher's er- 
ror was ascribed to Kant himself/thus bringing fame 
to Fichte. In 1794 he became professor of philosophy 
at Jena, where his success was instantaneous. 1 1 i s 
essays here on moral subjects are well-known in 
English under the title "The Vocation of the Schol 
ar ". In 1799 he was accused of atheism and obliged 
to resign, residing till 1806 in Berlin, giving lectures 
in 1805 at Erlangen. and publishing his " Nature of 
the Scholar ". The disasters of war drove him away, 
but in 1807 he returned, and delivered his "Addresses 
to the German nation" enunciating a theory oi 
state-education, based on the principles of Pestalozzi. 
From 1810-1812 he was rector of the new university. 




JOHANN PAUL FRIEDERICH RICHTER (German, 
1763-1825), often referred to as "Jean Paul," came of 
a race of pedagogues, both his father and grandfather 
having been schoolmasters. He was himself a teach- 
er, starting in 1789 a school of seven scholars. He was 
much loved by his pupils, seeking not to instil knowl- 
edge but to evoke faculty ; to teach, not to preach. 
He gathered here the ideas for his "Levana," the 
German representative of "Emile." Richter, like 
Rousseau, is a sentimentalist, and approaches the 
problem of education from the emotional rather than 
the intellectual side, but Richter repudiates Rous- 
seau's careful system. " Levana " is a mighty maze, 
without a plan, yet with fixed ideas and principles, 
and a safer guide than " Eniile." To educate by illu- 
sions and carefully prepared accidents is futile, he 
says, for sooner or later the boy will discover the 
deception, t a 



104 



America 



[1763 




JAMES KENT (American, (1763-1847), professor of 
law in Columbia college, after graduation from Yale 
in 1781 practised law in Poughkeepsie, N. Y. In 1793 
he removed to New York, and was made master in 
chancery. In 1797 he became recorder, in 1798 judge 
of the supreme court, in 1804 chief justice, and in 1814 
chancellor. Up to this time chancery law had been 
unpopular, and no decisions had been published. His 
judgments (Johnson's Chancery reports, 1816-24) 
cover a wide range of topics, and are so thoroughly 
considered and developed as unquestionably to form 
the basis of American equity jurisprudence. In 1823 
he resigned, and returned to the chair of law in Colum- 
bia, to which chair he had been elected in 1796. Out 
of his lectures grew his " Commentaries on American 
Law" (1826-30), which won for him a high and per- 
manent place among jurists. He was a man of great 
purity of character, simple and gentle. 



1847] 



Kent, Van Rensselakh 



10 




STEPHEN VAN KENSSELVER (American. 1764- 
1839», became an army officer in 1785. and major 
general of cavalry in 1801. He was elected in 1789 
to the assembly and in 1790 to the senate, where 
he remained till in 1795 he was elected lieutenant- 
governor. In 1810 he was appointed upon the canal 
commission, and in 18itf was once more appointed, 
serving till 1824. In the war of 1812 he was placed 
in command of the militia of New York, and on 
Oct. 13 planted the flag on the heights of Queens- 
town. In 1819 he was elected regenl of the Uniyer 
sity. and in 1821 to the constitutional convention. In 
1820 he was president of the board of agriculture, 
and he paid for a geological survey of the route of 
the Erie canal. In 1824 he founded the Rensselaer 
Polytechnic Institute at Troy. From 1823 to 1829 he 
was a member of congress, and his report secured 
the election of John Quincy Adams as president. 



106 England [1767 



MARIA EDGEWORTH (English, 1767-1849) the crea- 
tor of the novel of national manners and moral pur- 
pose, was the daughter of Richard Lovell Edge- 
worth, who devoted himself with enthusiasm to the 
education of his children, and joined with her in 
writing " Practical Education " (1798) and the " Essay 
on Irish Bulls ". Her first novel appeared in 1800 and 
at once established her reputation. This was followed 
by "Belinda' 1 , "Popular Tales", "Fashionable 
Tales ", etc., till the list reached to many volumes. 
The Encyclopaedia Britannica says: "She plainly 
belongs to the realistic school, and her tales are ex- 
pressly founded on a carefully thought out philosophy 
of education, thus giving no countenance to the theory 
that teaching is a mere knack, rather than a science 
resting on well-ascertained mental phenomena. ** * 
In her pages the heroic virtues give place to prudence, 
industry, kindness, and sweetness of temper." 



1849] 



America 



10 




JOHX QUINGY ADAMS (American, 1 767-1848), nil. 

presidenl of the United States, was also for a time a 
professor in Harvard and author of a rhetoric. At 12 
lie visited Europe uiib his father, and again in 1814, 
attending the University of Leyden. At 15 he was 
secretary to the mission to si. Petersburg. After 
graduation from Harvard in 1788. he was in 1791 ad- 
mitted to the bar, and in 1794 made minister to The 
Hague, and in 1797 to Prussia. In 1801 he returned to 
Boston, and in 180:? was elected to congress. He was 
professor of rhetoric in Harvard 1806-9, and his lec- 
tures, the first on tin; subject delivered in America, 
were published as a text-book, and for many years 
enjoyed wide popularity. They are still often called 
for. " In 1809 he was made minister to St. Petersburg, 
and in 1815 to London. In 18:25 he was elected presi- 
dent. In 1831 he was elected to congress, and re- 
mained a member till his death. 




JAMES WADSWORTH (American, 1768-1844) after 
graduation from Vale in 1788 purchased with his 
brother large tracts of land on the Genesee river in 
New York, then unsettled. The enterprise was suc- 
cessful and made them wealthy ; the death of the 
brother made James the sole proprietor. Much of 
his time and wealth he devoted to the common schools. 
He urged the setting apart of school lots, and the 
establishment of normal schools. In 1832 he secured 
the republication and distribution among the schools 
of Hall's li Lectures on School Keeping ", and in 1835 
and 1838 the establishment of the district library sys- 
tem. In 1842 he paid for the publication and distri- 
bution of 15,000 copies of " The School and the School- 
master ", by Alonzo Potter and George B. Emerson. 
Altogether he expended more than $90,000 for im- 
proving the schools, and his personal influence in 
'their behalf was far more valuable. 



) 



108 



England, Switzerland 



[1769 




EDWARD DANIEL CLARKE (English, 1769-1822), 
the first professor of mineralogy at Cambridge, in his 
capacity as a private tutor was a noted traveller. AU 
ter the capitulation of Alexandria he aided in secur- 
ing for England many statues, sarcophagi, maps, man- 
uscripts, etc., which had been gathered by the French 
scientists. He sold his manuscripts to the Bodleian 
library for $5,000, and he gave to Cambridge a colossal 
statue of the Eleusinian Ceres. In 1808 he was made 
professor of mineralogy, and he also pursued eagerly 
the study of chemistry, making several discoveries 
by means of the blow-pipe, which he brought to per- 
fection. His health gave way under too ardent study. 
Besides his books on travel, on which his profits ex- 
ceeded $30,000, he published in 1807 " A Methodical 
Distribution of the Mineral Kingdom ", and works 
on the ancient marbles he had brought to England. 
He was personally of most amiable character. 




JOHANN GEORG TOBLER (Swiss, 1769-1843) was 
educated for a preacher, but had not sufficient mem- 
ory to acquire foreign languages, and in 1799 became 
the head of a school at Basle for girl children of emi- 
grants. In 1800 he joined Pestalozzi at Burgdorf, 
and remained with him seven years. He then founded 
a labor-school at Muhlhausen, which grew to 600 pu- 
pils, but came to an end i n 1811. He returned to Basle 
to compile his pedagogical views and experiences 
and write a Pestalozzian geography, but for want of 
money was obliged to become a teacher. After some 
varied experiences he established at St. Gall a school 
where for 10 years he-was allowed unimpeded control, 
and applied Pestalozzian principles to language, 
geography, and natural history. An account in his 
own words of his educational experiences and failures 
is given in Pestalozzi's Christoph unci Else. He passed 
his latter years at Basle, finishing his writings. 



1843] 



Germany 



109 




GEORGES CUVIER {German, 1769-183^ the great- 
est palaeontologist of his time, after graduation from 
the Academy of Stuttgart was in 1795 made assistant 
to the professor of comparative anatomy at the Paris 
Museum of Natural History. In 1796 he began lec- 
turing at the Pantheon Central School, and in 1799 
got the chair of natural history in the College de 
France. In 1802 he became titular professor in the 
Jardin des Plantes, and was appointed commissar 
of the Institute to accompany the inspectors of pub- 
lic instruction. In 1803 he became perpetual secre- 
tary of the National Institute. He also did much as 
an official connected with public education in gen- 
eral,— being placed in 1808 on the council of the Im- 
perial University, and making three separate reports 
on the higher schools beyond the Alps. He was after- 
ward made chancellor of the University, and minister 
of the interior. 



110 



Germany 



[1769 




ANOTHER PORTRAIT 



FRIEDRICH HEINRICH ALEXANDER, BARON yon 

HUMBOLDT (German, 1769-1859) after study at Frank- 
fort and Gottingen entered in 1791 the mining school 
at Frei berg. From 1792 to 1797 he was a mining officer 
at Bayreuth. He explored the Spanish colonies of 
Central and South America 1799-1803, bringing back 
an immense store of material, and lived till 1827 in 
Paris, publishing his researches in 29 volumes, with 
2,000 exquisite illustrations. After 1827 he resided in 
Berlin at request of the king. In 1829 the Russian 
emperor placed him in charge of an expedition to 
central Asia, the results of which he published in 1843. 
" Kosmos " (1845-1859), his chief work, describes the 
numerous forms the world contains as one consistent 
existence. He astronomically determined more than 
700 positions in South America, with many barome- 
trical observations, and determined the magnetic 
equator. 



1859] 



Anierk a 



111 




DE WITT CLINTON (American, 1769-1828) after 
graduation from Columbia in 1786 studied law and 
became private secretary to his uncle. Gov. (■• 
Clinton. 11(3 entered the assembly in 179T. the Slate 
senate in 17 { .)8, and the United States senate in 1801. 
He was mayor of New York city 1802-15, lieutenant- 
governor 1811-13, a ud in 1812 received 89 electoral 
votes for the presidency of the United States. He 
was governor of New York 1817-22. and from 1824 to 
his death. His greatest work was the Erie canal, for 
which he had presented a, memorial to the legislature 
in 1815. But he was also exceedingly active in pro- 
moting the interests of education. About 1795 he 
began studying the natural sciences, and as mayor 
of New York was active in establishing public schools 
and institutions of science, literature, and art. He 
was secretary 1794-7 of the regents of the University 
of the State of New York. 




HENRY DAVIS (American, 1770-1852), 2d president 
of Middlebury. and 2d president of Hamilton, after 
graduation from Yale in 1796 was tutor at Williams 
1796-8, and at Yale, 1798-1803. In 1806 he became pro- 
fessor of Greek at Union, in 1809 president of Mid 
dlebury. In 1817 he declined the presidencvof Ham- 
ilton and in 1818 that of Yale. Later in 1818 lie ac- 
cepted the renewed offer from Hamilton. He was 
president. 1818-33, and member of the board of trus 
tees till 1847. The death of Azel Backus, after being 
president but four years, had left 50 students and 4 
instructors, with principles of administration as yet 
unsettled. The number of students doubled, new 
buildings were erected, and thecollege got into debt. 
Serious dissensions arose between Dr. Davis and tie- 
trustees, as detailed in his " A narrative of the em- 
barrassments and decline of Hamilton college " 
(1833). He left 9 students and a single professor. 



112 



France 



[1770 




JOSEPH JACOTOT (French, 1770-1840), the most im- 
portant of the inventors of peculiar methods, based 
his system of teaching* language upon this maxim : 
"Master whatever you learn, and proceed by the 
method of comparison " ; to which he added four ex- 
planatory words, "Learn, repeat, compare, verify," 
that is, Learn thoughtfully; repeat often for sure 
memory ; compare to discriminate., systematize, and 
generalize, thus assuring 1 clear and distinct ideas; 
verify by bringing principles to the test of facts.* 
After a simple statement of the subject with the lead- 
ing divisions, all were free to ask questions, to raise 
objections, or to suggest answers. When professor of 
French at Louvain,he had pupils who knew only Flem- 
ish and Dutch, which he could not speak. So he gave 
them Telemaque with French on one side of the page 
and Dutch on the other, and had them learn the 
French by heart; thence his method developed. $ 



1844] 



Switzerland 



113 




PHILIPP EMANUEL von FELLENBERG (Swiss, 
1771-1844), educated at Tubingen, after an exciting 
political career, in 1799 purchased the estate at Hof- 
wyl, near Bern, where in 1804 he sought to make 
agriculture the basis of a system of education. ]n 
1807 he opened a special school of agriculture in 
buildings presented by the government of Bern, 
and in 1808 a philanthropin for children of wealthy 
parents. An institution for poor girls was added, 
and in 1830a real school for children of the middle 
classes. A teachers institute was established, and 
his schools received visitors from all over the world. 
Twice (1804 and 1817) Pestalozzi was for a time con- 
nected with him, but they cou' d not agree. From 1809 
to 1832 Wehrli was his assistant, and did much to make 
the school famous. Herbart was for a time one of 
his teachers. The fullest account of his work in 
English is in The American Annals of Education. 



114 



America 



[1772 




EBENEZER PORTER (American, 1772-1834), aftei 
graduation from Dartmouth in 1792 became a Con- 
gregational preacher. In 1812 he became professor 
of sacred rhetoric in the Andover Theological 'Semi- 
nary, founded in 1808, and in 1827 was made presi- 
dent. His epitaph speaks of him as a father of this 
institution, with which he was connected for 22 years. 
His health was feeble, owing to excessive night study 
during the early years of his ministry. He was a 
firm friend of the American Education Society, and 
bequeathed to it the greater part of his property. 
He was methodical in his business transactions, and 
his sound common sense was everywhere recognized. 
His text-books on oratory were well known for many 
years, and his "Rhetorical Reader" was for a long 
time a favorite in schools. In 1833 he published 
"Spiritual habits and progress in study ", and was 
often a speaker at educational associations. 



ELIPHALET XOTT (American, 1773-1866) was born 
in Ashford. Conn., and from a child showed avidity 
for learning, support ins:: himself by teaching winters, 
and taking a partial course at Brown university. He 
studied divinity, and in 1790 was sent to New York as 
a missionary. He became minister and teacher of 
the academy at Cherry Vally, N. Y., and in 1798 took 
a, church at Albany. In 1804 he became president of 
Union college, and held the office till his death, grad- 
uating more than 3.700 students. He found 14 stu- 
dents, a few unfinished buildings, no library, no ap- 
paratus, no money in the treasury, and overhanging 
debts : but with undaunted energy he procured grants 
of land from the State, gathered books and instru- 
ments, endowed professors' chairs, and lived to see 
the college take high rank. From his success in 
dealing with students whom other colleges could not 
manage, under him Union was called " Botany Bay ". 



1867] 



Porter, Nott, Day. Griscom 



115 




JEREMIAH DAY (American, 1773-1867), 9th presi- 
dent of Yale after graduation from Yale in 1795 took 
charge of Dr. Dwight's school at Greenfield, was 

tutor at Williams 1790-8. and then returned to Yale, 
becoming professor of mathematics in 1801, and presi- 
dent in 1817. He held this oiliee till 1846, a period of 
continual growth and great prosperity. The divinity 
school was started in 1822, the law school was revived 
in 1826, and the medical faculty was enlarged in 1829. 
Dr. Day was one of the college corporation till his 
death at the age of 94; he was one of the few men 
who had lived through both the revolutionary and 
the civil war. Among his text-books were those on 
algebra (1814. 1852), mensuration (1814), plane trigo- 
nometry (1815), and navigation and surveying (1817). 
His algebra was used in Yale until his death. In 
later life he defended Jonathan Edwards's and refuted 
( 'misiifs doctrine of the will. 




JOHNGRISCOM (American, 1774-1852) began teach- 
ing at 17. and had such success at Burlington, N. J., 
that in 1807 he came to New York city on a guaran- 
teed income of $2,250, and in 1808 built a schoolhouse 
for himself, in which he taught for ten years. Goold 
Brown was one of his assistants. He became a lec- 
turer on natural science, with experiments, and be- 
came recognized as the chief expositor of chemistry. 
He was also interested in pauperism, and in 1823 re- 
commended the house of refuse for juvenile delin- 
quents, established in 1825. He had already conceived 
the plan of a monitorial high school, and this he 
opened in 1825 with 250 boys, and soon found it filled 
to overflowing. It had 400 pupils when it closed in 
1831. In 1827 he was appointed professor of chemistry 
in Rutgers medical college, and in 1832 became prin- 
cipal of a Friends' school in Providence. After two 
years he retired, and spent his days in literary work. 



116 



England 



[1774 




EDWARD BAIXES (English, 1774-1848) was the sou 
of a cotton manufacturer, but was apprenticed to a 
printer, and in 1795 entered the office of the Leeds 
Mercury, of which he soon became owner and so 
continued until his death. He made it one of the 
most influential country newspapers in the kingdom, 
and was mainly influential in securing the election 
of Macaulay to parliament in 1832, and succeeeed 
him in 1834. At the first he was an advocate of popu- 
lar education, and in 1823 he supported Dr. Birkbeck's 
plan for mechanics' institutions, and the infant 
schools started about that time, and in 1838 served on 
the committee on the state of education. But after 
his retirement from parliament his letters of 1846 in 
opposition to Lord Russell's plan of popular educa- 
tion had a powerful influence in determining the 
action of government. He said that he thought it was 
better to leave education to the people themselves. 




GEORGE BIRKBECK (English, 1776-1841) at 23 was 
appointed professor of physics in Andersonian Insti- 
tution, Glasgow. To procure apparatus he had to go 
himself to the shops of the mechanics, in whom he 
became so interested, that;he gave lectures to them, 
which led to a " mechanics' class " at the institution 
and then to the establishment of a mechanics' in- 
stitution there. In 1804 he settled in London as a 
physician, and in 1809 he was one of the projectors of 
the London Institution for the diffusion of literature, 
science, and the arts. In 1823, he founded the Lon- 
don Mechanics' Institution, which opened with 1,300 
members. He was active in the establishment of 
University College in 1836, of the Society for the Dif- 
fusion of Useful Knowledge in 1832, and of the Cen- 
tral Society of Education in 1835. He is often called 
the pioneer of popular education in England, and 
from him the Birkbeck schools took their title. 



1848] 



Germany 



117 




JOHAXN FUIEDKICH HKRRAKT (Gemini 1776* 
1841) was interested in philosophical investigation 
from childhood. In 1793 lie entered Jena, where 
Fichte had just become professor of philosophy, but 
said of him, " Fichte taught me chiefly by his errors. " 
From 1797 to 1800 he was a private tutor at Berne ; 
in 1800 he visited Pestalozzt at Burgdorf, afterward 
(1804) writing 4 -Pestalozzi's Idea of the ABC of Ob- 
servation Scientifically Treated"; from 1800 to 1802 
he studied and taught at Bremen ; in 1802 became 
lecturer and in 1805 professor at Gottingen ; and in 
1809 succeeded Kant as professor of philosophy at 
Konigsburg. In 1810 he also founded a pedagogical 
seminary, held after 1812 in his own house. In 1833 
he accepted a call back to Gottingen, where he died 
of apoplexy in 184*. His AUgemeine Pdclogogilc was 
published in 1806. His principles are best known to 
English readers in Rein's " Outlines of Pedagogy".* 



118 



Germany. England 



[1776 




KASPAR SPURZHEIM (German, 1776-1832) studied 
at the university of Treves, and became in 1800 a pu- 
pil of Gall, the phrenologist, serving from 1804 to 1813 
as his associate, proving a powerful advocate of the 
system. In 1808 they presented a joint memoir to the 
French Institute, and in 1809 began publishing their 
'■ Anatomy and Physiology of the Nervous System ". 
In 1814 he went to Great Britain, and enlisted the aid 
of George Combe. He founded the Anthropological 
society. In 1832 he came to America to study the 
country and to propogate phrenology. His first ad- 
dress was before the American Institute of Instruc- 
tion, and a series of lectures on phrenology soon fol- 
lowed, in which he so overtaxed himself that he fell 
ill, and died Nov. 10. His body was the first interred 
in Mt. Auburn. The Boston Phrenological Society 
took up his doctrines, and contained such men as S. 
G. Howe, John Pierpont, and Wm, A. Alcott, 




Silt HUMPHRY DAVY (English, 1778-1829) was 
apprenticed to an apothecary, but devoted himself to 
self-education, especially to scientific experiments. 
In 1798 he became superintendent of a pneumatic*, 
medical institution, and his first paper was published 
in 1799. During the next year he published his re- 
searches on nitrous oxide. In 1801 he became lecturer 
at the Royal Institution, and in 1802 professor of 
chemistrv. In 1807 became secretary of the Royal So- 
ciety. For his electro-chemical investigations the 
French Institute gave him a prize of 3,000francs. His 
production of potassium and sodium was .shown in 
1807 and of magnesium and strontium in 1808. He 
predicted the discovery of barium and calcium. In 
1815 he invented the safety-lamp. He was a member 
of almost all the scientific societies of the world, and 
Cuvier said that he occupied the first rank among the 
chemists of his or any other age. 



1838] 



England 



119 




JOSEPH LANCASTER (English, 1778-1838), son of a 
Chelsea pensioner, began at 19 to gather the chil- 
dren of the neighboring poor for gratuitous instruc- 
tion, at first In his father's house, and then in rented 
rooms. He soon had a thousand children assembled 
at Borough Road, London. Through the Duke of Bed- 
ford and others a building was provided, the King 
becoming interested, and Lancaster travelled over 
England giving lectures and establishing schools. 
But his projects exceeded his resources, and in 
1807 he was arrested for debt. The British and For- 
eign School Society was formed t< assume his work, 
leaving him in charge. But by i8io his debts 
amounted again to $40,000, and he became bankrupt. 
In 1818 he sailed to America, where he lectured and 
taught, finally settling down in New York city, 
which made him a grant of $500. Here he was run 
over in the street by a carriage, and killed. 



120 



England 



[1778 




MART ANNE SCHIMMELPENNICK (English, 1778- 
1856), daughter of Samuel Galton, is best known as 
the historian of the Port Royalists, to whom her at- 
tention had been called by Hannah More. She pub- 
lished in 1813 " Lancelot's Tour to Alet and La Grand 
Chartreuse " ; in 1816, "Demolition of Port Royal des 
Champs"; and in 1829, an edition containing both, 
under the title, "Select Memoirs of Port Royal." 
These "little schools" started in 1643 as a protest 
against the system of the Jesuits, and were sup- 
pressed through the Jesuits in 1660 ; but their influ- 
ence continued through the great literary ability of 
the lay brothers, who wrote, besides some pedagogic 
treatises, several approved text-books, long current 
under the name of Port Royal books. In the line of 
reform, one of their great merits was the stress they 
laid on the vernacular, making French the basis of 
all instruction.* 




HENRY PETER, BARON BROUGHAM AND VAUX 

(Scotch, 1779-1868). founder of London university, 
after graduation from Edinburgh in 1795 was admitted 
to the bar in 1800. In 1802 he joined in founding the 
Edinburgh Review, had 80 articles in the first 20 num- 
bers, and contributed to it for many years. In 1805 
he removed to London, and in 1810 entered parlia- 
ment. In 1821 he gained great popularity by his 
defence of Queen Caroline. He distinguished him- 
self as a promoter of public education. In 1820 he 
brought in bills for maintaining parochial schools, 
he joined George Birkbeck in starting mechanics in- 
stitutes, and in 1825, he published " Observations on 
the Education of the People ", which resulted in the 
Society for the diffusion of useful knowledge. In 1812 
he founded London university, and was prominent 
in the educational debates of 1833, 1835, and 1837. His 
works are published in 10 volumes (1857). 



1868] 



Americ 



121 




JOHN JAMES AUDUBON (American, 178(^-1851), the 

eminent naturalist, was taken at 15 to Paris, where 
he had drawing lessons of David. At 17 he returned 
to America, and for IS years searched the primeval 
forests simply through enjoyment of nature. His 
colored drawings of more than 1.000 birds, deposited 
with a friend in Philadelphia, were destroyed by rats. 
which threw him into a fever that nearly proved 
fatal. Bui he plunged into the woods again and in 
three years had filled his portfolio, and in 1826 he 
took the sketches to England where they were great- 
ly admired. He published them, 1830-39, in elephant 
folio, every one of the 1.055 birds the size of life, and 
the most magnificent work of the sort ever issued. 
His •American Ornithological Biography" (1831-39) 
also filled five volumes. Afterward he published his 
"Birds" in 7 octavo volumes (1839). •'Quadrupeds" 
(1840), and " Biography of Quadrupeds"' ( 1840-50). 






122 



Germany 



[1782 




FRIEDERICH FRCEBEL (German, 1782-1852) the 
founder of the Kindergarten, became in 1808 the tutor 
of two boys, and took them for two years to Pestaloz- 
zi's school at Yverdun. Here he not only gained the 
central idea of Pestalozzi's system, the idea of genu- 
ine human development and its conditions, but im- 
proved on Pestalozzi's idea of self-activity. In 1826 he 
published his principal work, "The Education of 
Man." From 1817 to 1831, he carried on a school at 
Keilhau. In 1837 he opened the first kindergarten at 
Blankenburg, believing that "the rousing of the need 
to learn must precede learning ;"* and in 1843 he pub- 
lished his "Mutter- und Kose-Lieder" (Mothei"Songs 
and Games), still a text-book in all kindergartens. 
His "Autobiography" ($1.50) is fascinating for its sim- 
ple directness ; and his principles are best stated in 
"Child and Child-Nature" ($1.50) by the Baroness 
Marenholz- vod Buelow, his coadjutor. 



1852] 



Frieder'k n Frocbei, 



[23 




ANOTHER PORTRAIT 



124 



Germany 



[1783 




KARL GEORG von RAUMER (German, 1783-1865), 
brother of the great historian Friedrich von^Raumer, 
after university education was in 1811 made professor 
of mineralogy at Breslau. From 1819 to 1823 he was 
professor at Halle. From 1823 to 1827 he was an as- 
sistant at Dittmar's institution at Nuremberg for the 
rescue and education of orphan children. In 1827 
he was made professor at Erlangen. While studying 
in Partis in 1808 he became so impressed by Pestaloz- 
zi's writings that he gave up his studies and was a 
voluntary assistant in Pestalozzi's school during the 
winter of 1808-9. His main work was his "History 
of Pedagogy", published 1846-1855. This was trans- 
lated in great part for Barnard's Journal of Educa- 
tion, and a revised edition was published in 1877. 
The chapters on the education of girls, and German 
instruction, were also published separately. It is 
still a standard authority. 






1870] 



New York Common Schools 



125 




(HDEONHAWLEY (American, 1785-1870), Qrst State 
superintendent of New York, after graduation from 
Union in 1809 was for a year a tutor there, but studied 
law and in 1812 was admitted to the bar. He was in 
that year elected State superintendent of common 
schools at a salary of $400, and threw himself into 
l he work with accustomed energy. lie; has been 
called the father of the common school system. In 
1821 he was superseded by reason of political changes, 
which led to such dissatisfaction that the office was 
abolished, its duties being transferred to the seere 
tarv of state. He served as secretary of the regents 
of the University, 1814-1841; and in 1842 was elected a 
regent. On the organization of the Albany normal 
in 1845 he was made one of the executive committee. 
He was one of the fourregents-at-large of the Smith- 
sonian institute. Fie published privately " Essays in 
Truth and Knowledge " (1850). 



126 



France, America 



[1786 




DOMINIQUE FRANCOIS ARAGO (French, 1786- 
1853) after education at the Paris Polytechnic became 
in 1874 secretary to the observatory", and with Biot 
was commissioned to measure the meridian of the 
earth as a basis for the metric system. In 1809 he was 
made a member of the Academy of Sciences, and 
elected professor in the Polytechnic. He was also 
named one of the astronomers of the observatory, 
and resided there till death. In 1816, in connection 
with Guy-Lussac, he edited the Annates de Chimie 
et de Physique, and in 1821 published the results of 
his observations on longitude. From 1812 to 1845 he 
had unparallelled success as a popular lecturer on 
astronomy. In 1830 he was elected to the chamber of 
deputies, where his services were of great value to 
science, and in the same year was made perpetual 
secretary of the Academy of Science. In 1848 he be- 
came secretary of war. 







NATHAN GUILFORD (American, 1786-1854\ founder 
of the school system of Ohio, after graduation from 
Yale in 1812 conducted a classical school in Worces- 
ter, Mass., but was admitted to the bar and in 1810 
opened an office in Cincinnati. He became a zealous 
advocate of a liberal system of common schools, and 
opened up a correspondence with prominent men 
throughout the State. For 7 years he issued "Solo- 
mon's Thrifty's Almanac*' with something on every 
page about free education. In 1824 he was elected to 
the State senate to secure a schol tax. He secured the 
passage without amendment of the bill he had pre- 
pared for a tax of Traill. He prepared an arithme- 
tic and a revised edition of Webster's speller, from 
1 Q 25 to 1843 he was a publisher and bookseller, and 
in 1847 he started a newspaper. In 1849 he became 
the first city superintendent of schools, and resigned 
in 1852 to become local magistrate. 






1870] 



America 



127 




GUL1AN CROMMELIN YERPLANCK (American, 
1786-1870) after graduation from Columbia in 1801, 
entered the New York legislature in 1820, and was in 
congress from 1825 to 1833, where he was noted as the 
most industrious man there. He sat afterward in the 
senate of New York, and was from 1829 to his death 
vice-chancellor of the regents of the university. His 
college addresses were widely published, including 
••The Right Moral Influence and Use of Liberal 
Studies"* (1833), '"The Inlluenee of Moral Causes on 
Opinion, Science and Literature" (1834) and "The 
Advantages and Disadvantages of the American 
Scholar" (1836). They exerted an extended and up- 
lifting influence for higher education. He issued an 
annotated edition of Shakspere, and from 1846 was 
president of the commissioners of emigration, writ ing 
most of their reports. The memorial address upon him 
before the historical" society was delivered by Bryant. 




BENJAMIN GREENLEAF (American. 1786-1864). the 
mathematical author, after graduation from Dart- 
mouth in 1813 taught in Haverhill. Mass.. and in 1814 
became preceptor of Bradford academy, the 14th in 
11 years. He remained until 1836, beginning with 10 
pupils. He was of nervous temperament, quick in 
thought and action, disciplining by "an odd mixture 
of ridicule, sarcasm, and moral suasion, with a whole- 
some seasoning of corporal punishment ". He was a 
pioneer in public science lectures illustrated by ex- 
periments. He was in the legislature. 1837-39, and 
urged the foundation of an educational system: he 
also introduced an order for geological and natural 
history surveys. In 1839 he founded the Bradford 
teachers seminary, which he conducted till 1848. Bis 
mathematical books, first issued in 1835. became so 
popular that millions of copies were sold, and trans- 
lations were made into Burmese and modern Greek. 



128 



America. Deaf Mute Instruction 



[1787 




THOMAS HOPKINS GALLAUDET (American, 1787, 
1851) after graduation from Yale and from Andover 
became in 1814 a clergyman, but the next year visited 
Europe to qualify himself as a teacher of the deaf 
and dumb, and became a pupil of the Abbe Sicard. A 
year later he returned, bringing with him a highly ed- 
ucated deaf mute, and spent 8 months in soliciting 
funds for the American asylum at Hartford, which 
was opened April 15, 1817, with 7 pupils. In 1830 
when the number of pupils had increased to 140, he 
retired on account of ill-health. The next year he 
published " The Child's book on the Soul ", followed 
by his " Mother's Primer" and some text-books, be- 
sides religious books. He was an early advocate of the 
higher education of women. In 1833 he wrote " Pub- 
lic Schools Public Blessings ", and was a frequent 
iontributor to the Annals of Education. In 1838, he 
became chaplain of an insane retreat. 



1870] 



G.-VLLAUDfcT, ToRREY, WlLL 



AIM) 




JESSE TORREY, JR. (American, 1787—:). an early 
champion Of free public, schools and libraries, in 1804 
was one of the founders of the New Lebanon, N. V.. 
juvenile "society for the diffusion of knowledge", 
which had 148 members, and formed a free eirculat i ng 
library. Inn pamphlet entitled *' Intellectual Torch " 
(1817) he made a plea for public libraries, referring to 
Washington's words, "Promote as objects of primary 
importance institutions for the general diffusion of 
knowledge." His essays form a volume published in 
1819 as " Moral Instructor ". He was also a pioneer in 
temperance reform, and proposed a 1 iquor tax of oOcts. 
per gallon for the "universal establishment of free 
Lancastrian schools and free libraries ". He believed 
in the gradual emancipation of slaves and their right 
to education. He published "A Portraiture of Domes- 
tic Slavery" (1822), reprinted in London with a pref- 
ace by William Cobbott. 




EMMA (HART) WILLARD (American, 1787-1870), the 
most noted woman-teacher of her time, devised plans 
for the higher education of women that so early as 
1819 demanded aid of tne New York legislature. In 
1821 sne removed her school to Troy, where it opened 
with 300 pupils and soon became famous. For 17 
yeprs she was the principal, assisted by her sister, 
Mrs. Aliiiira Lincoln, afterwards Mrs. Phelps. The 
school has continued prosperous, and only recently 
has received girts of $150,000 for new buildings. Mrs. 
Willard became still more successful as an author, 
her text-books having an immense circulation. In 
1830-31, she visited France, which furnisned material 
for an entertaining volume. After an unfortunate 
marriage and divorce, she travelled, took part in 
educational conventions, etc.. even acting as super- 
intendent of town schools in Connecticut. Her " Life " 
by Dr. Lord appeared in 1874. 



130 



Two Eminent American Sisters 



[1788 




ABIGAIL CARLETON HASSELTINE (American, 1788- 
1868), principal of Bradford academy, did not talk 
till she was four years old, and then talked at once 
almost like an adult. She learned to read slowly and 
began arithmetic at 12. When Bradford academy Was 
established in 1803 close by her father's house, she 
entered it, and in 1806 she began teaching at Byfield, 
continuing at Pembroke and Beverly, and in a mis- 
sionary school at Great Rock. In 1815 she became 
assistant preceptress and in a few weeks preceptress 
of Bradford academy. Here she became a great power. 
She was tall and stately, but as gentle in her swa}' as 
firm, and with an omnipresent sense of humor that 
won the pupils. In 1836 the academy became a school 
for girls alone, and she was made principal. In 1848 
she resigned, but was called back, but in 1852 withdrew 
again, after a service of 38 years, acting as honorary 
principal. 




MRS. ANN HASSELTINE JUDSON (American, 1789- 
1826), sister of Mrs. Joseph Emerson, who with her 
husband taught the school at Byfield, Mass.. where 
Mary Lyon graduated; and of Abigail Hasseltine, 
long preceptress of Bradford academy, taught in 
Haverhill, Salem, and Newbury, and in 1812 married 
Adoniram Judson and sailed for India. They found 
the East India company hostile, and went to Bur- 
mah. They had no knowledge of the language, no 
interpreter, no grammar or dictionary. Mr. Judson 
commenced preaching in 1819, while Mrs. Judson 
taught the women and children and assisted in the 
translation of the Bible into Burmese. In 1823 they 
settled down under "the protection of the British flag, 
when she died of fever. President Wayland said he 
had never met a more remarkable woman, uniting 
clearness of intellect, large powers of comprehension, 
intuitive female sagacity, and disinterestedness. 



1868] 



Scotland 



131 




SIR WILLIAM HAMILTON' (Scotch, 1788-1856), the 

most eminent 01 Scotch metaphysicians, was profes- 
sor of logic and metaphysics* Id the university of 
Edinburgh from 18.% till death. His an thorship be- 
gan with his "Philosophy of the rnconuitioned" 
(1829), followed by "Discussions in Philosophy, Litera- 
ture, and Education" (1852), "Lectures on Logic," 
etc. For twenty years his influence on the younger 
generation of minds m Scotland was predominant. 
It was his peculiar contribution to philosophy that 
he placed the data of perception along with the data 
of thought, and affirmed that both classes alike are 
inexplicable, yet as facts clear; that both rest on the 
same authority ; and that if the one be accepted as 
true, so should the other. He was a realist, because 
he believed realism to be the dictate of conscious- 
ness, as to the alleged primary facts of which he laid 
down four criteria § 




>GEORGE COMBE (Scotch, 1788-1858) is best known 
as a phrenologist, but was the competitor of Sir Wm. 
Hamilton for the chair of logic and metaphysics in 
the University of Edinburgh, and declined a chair in 
the University of Michigan. He lectured in America, 
1838-40, on education as enlightened by phrenology. 
He was one of the first to advocate scientific instead. 
of classical education, and to oppose theological 
teaching in schools. He founded and taught in the 
famous "Williams Secular School " in Edinburgh, 
on the plan of the Birkbeck schools, and from 1846 
to his death he was active in support of national 
education on non-sectarian principles. His educa- 
tional works were gathered into a large volume by 
Wm. Jolly, under these principal heads : (l) What is 
education? (2) What subjects should be taught? 
(: J ,) How should education be conducted? (4) Who 
should be educated ? 



132 



Germany, France 



[1788 




ARTHUR SCHOPENHAUER (German, 1788-18b0) 
after a wandering youth in 1809 entered GGttingen, 
and began to study Plato and Kant. In 1811 he went 
to Berlin, and heard Fichte and Schleiermacher. In 
1813 he fled from war to Weimar, received his degree 
from Jena and published his first book "On the 
Fourfold Root of the Principle of Sufficient Reason ". 
In 1814 he quarrelled with his widowed mother, and 
never saw her again. In 1818 he published "The 
World as Will and Idea", and in 1819 accepted an 
appointment to lecture in Berlin. But he did not 
finish the first course, which he attributed to Hegelian 
intrigues, and he lived an unhappy life until 1831 in 
Berlin, and afterward in Frankfort: and in 1836 he 
prefaced "The Will in Nature" by an attack upon 
Hegel. After 1850 he began to fi"nd growing recogni- 
tion. He showed how feeble is spontaneity of intel- 
lect, and how overpowering the sway of original will. 




AUGUSTIN LOUIS CAUCHY (French, 1789-1857) 
was for a time tutor to the Comte de Chambord, and 
from 1848 to 1852 professor of astronomy at Paris. 
but refused to take the oath of allegiance to Napoleon 
III and lived the rest of his life in retirement. In 
1882 the Academy began a reissue of his works in 26 
volumes. In 1815 he published his memoir upon the 
theory of waves, which afterward became the basis 
of the undulatory theory of light, and in 1837 he 
published his memoir upon the dispersion of light. 
His demonstration in the same year that every nu- 
merical equation has a numerical root surpasses all 
others in simplicity and completeness, proving not 
only that a numerical equation of the nth. order has a 
numerical root, but that it has n numerical roots. The 
demonstration does not assume the existence of any 
root; the contour may be the infinity of the plane. 
His biography in two volumes was published in 1868. 



560] 



A.M KIM (A 



13 




JOH3 FARMER (American, 1789-1838) bewail teach- 
ing in 1810 uear Amherst, N. II., where he formed a 
literary association for mutual improvement, and 
became a contributor to the Massachusetts Historical 
society. J,u 1S-21 he moved to Concord and became an 
apothecary, but gave most qf his time to antiquarian 
research. I n 1822 he started a journal on New Hamp- 
shire history, and aided in editing a gazetteer of the 
State. He was corresponding secretary of the X. II. 
Historical society, arranged the state papers at Con- 
cord, and published many historical and genealogi- 
cal works. Through his articles the Quarterly Jour- 
nal of tin; American Education Society became a 
thesaurus of information on higher institutions of 
learning, and is still of great value in the history of 
education. It continued for 15 volumes,. 1827-1843, 
and uives portraits and sketches, histories of institu- 
tions, lists ol ! graduates, etc., no where else found. 




CYRUS FFIBCE (American, 1790-1860) was graduat- 
ed from Harvard in 1810,and after some teaching bega n 
'in 1818 to preach, but in 1826 resumed teaching, going 
back in 1831 to Nautucket where for six years he con- 
ducted a private school. During this period, Maria 
Mitchell, afterward professor at Vassar, was one of 
his assistants. In 1837 he became principal of the 
high school. Here his work attracted the attention 
of Horace Mann, who secured his appointment in 
1839 as principal of the first American normal school, 
at Lexington. Here he overworked, seldom allowing 
himself more than four hours of sleep, but after a 
rest from 1842 to 1844, resumed the principalship of 
the school, then removed to West Newton. In 1849 
he was once more compelled to resign, and he visited 
Europe as a representative of the American Peace 
Society. In 1850 he became assistant in the school of 
Nathaniel T. Allen, and tae-^ht altogether 50 years, 



134 



America 



[1790 




AZARIAH CUTTING FLAGG (American. 1790-1873). 
the originator of the school district library, was a 
lawyer and editor of the Plattsburg Republican 1811- 
26. He was member of assembly 1823-4, secretary of 
state and ex-otficio superintendent of common 
schools, 1826-33, and comptroller 1834-9, and 1842-7. 
He was comptroller of New York city 1852-8. Jn his 
report as superintendent of schools in 1830 he referred 
to the Society for promoting useful knowledge, and 
recommended an appropriation for district libraries, 
an idea taken up and carried out by his successor, Gen. 
Dix. A treatise of his on pubiic parks and banking 
in New York was published in 1868. He became blind 
in 1859, but continued to be one of the democratic lead- 
ers of the State. He had for many years discussed 
political questions in the columns of the Albany 
Argus. He was an opponent of the U. S. bank, favored 
the Erie canal, and was outspoken against slavery. 




DEMSON OLMSTED (American, 1791-1859) aftei 
graduation from Yale resumed the teaching by which 
he had paid for his education, and in 1815 became a 
tutor at Yale, resigning to become professor of chem- 
istry in the university of North Carolina. In 1825 he 
became professor of mathematics and natural philoso- 
phy at Yale, and in 1835 professor of natural philos- 
phy a lone, so remaining until his death. His "Natural 
Phi losphy" appeared in 1831, his "Astronomy" in 1839. 
and his " Rudiments of Natural Philosophy and As- 
tronomy", a book of great popularity, i n 1842. His sub- 
ject for the A.M. degree in 1816 was " The state of edu- 
cation in Connecticut" and he had already projected 
an academy for schoolmasters. In 1840, as a member of 
the State board of commissioners he advocated norma! 
schools, and the more general employment of women 
teachers. He frequently addressed teachers' associa- 
tions and spoke for education before the legislature- 



is;:;] 



Germany. England 



1 35 




FRIEDRICH ADOLF WILHKLM DIESTEllWKCi 

(Gorman, 1790-1866) alter study at, Herborn and 
Tubingen and ten years teaching, became in 1826 
acting presidenl of the seminary at Meurs and in 
1832 director of the normal school at Berlin. In 1847 
he was suspended and in 1850 removed from office, 
but with continuance of salary. He was elected to 
the Berlin town council; and to the Prussian Parlia- 
ment, where he led the opposition to the "three reg- 
ulations "' t hat aimed to substitute for the principles 
of Pestalozzi the most intimate connection between 
church and school. lie founded in 1827 the Ehein- 
ische Blatter fur Unterricht und Erziehung, and iri 
1S51 his Pfydagogisches Jahrbuoh. lie was the author 
of numerous text-books. His " Wegweiser " sets 
forth his views on education, his aim being "self- 
activity in the service of the true, the beautiful. 
and the good". 




MICHAEL FARADAY (English, 1791-1860 while a 
bookbinder heard in 1812 some of Sir Humphrey 
Davy's lectures, and took such intelligent notes of 
them that in 1813 he became Davy's assistant in the 
laboratory of the "Royal Institution. He became direc- 
tor in 1825, and professor of chemistry in 1*33. He 
made a special study of chlorine, studied diffusion of 
gasses, liquefied several gases, and investigated the 
alloys of steel. But his most remarkable discoveries 
were in electricity and magnetism, including mag- 
neto-electric induction in 1831, magnetization of 
light in 1845, and diamagnetism in 1846. Among 
his books are " Chemical .Manipulation " (1827), " Ex- 
perimental Researches in Electricity" (1844-5), and 
-i in Chemistry and Physics *' (1859), "•■Chemical II is- 
tory of a Candle "(1861), ".Various Forces of Na- 
ture," etc. Biotrraphie> of him have been written by 
Tyndall, Bence Jones, and J. II. Gladstone. 



136 



America 



[1701 




SAMUEL FINLEY BREESE MORSE (An 

1791-1872), inventor oi' telegraphy, was the son 
ediah Morse, the geographer. After gra_„ 
Yale in 1810, lie went to London in 1811 with Wash- 
ington Allston, intending to become a painter. In 
1813 he received the gold medal oi* the Royal Academy 
for his first sculpture. Returning to America in 1815 
he became one of the founders of the American 



raduation from 



ne uecniue one ui uits lounuers oi me American 
Academy of design, and was for many years its presi- 
dent. He was also professor of fine arts in New York 
university. But he had been interested also in sci- 
entific studies, and in 1835 he set up in his college 
room a rude telegraphic apparatus. Jn 1844 he brought 
his invention before world, the first message being 
sent May 24. He became famous, and a congress of 
the governments of Europe especially convened at 
Paris voted to present him $80,000. He also wrote 
pamphlets, poems, books, and magazine articles. 




PETER COOPER (American. 1791-1883) founder of 
Cooper institute, had only the schooling he could get 
in half-day attendance. for a single year. He was ap- 
prenticed to a coach-maker, and began to manufact- 
ure a machine for shearing cloth. After the war of 
1812 he went into the grocery business, bought a glue 
factory, and erected the Canton iron works, near Bal- 
timore. While there he built in 1830 a locomotive that 
would run up steeper grades and around sharper 
curves than had been thought possible, thus saving 
the B. & O. frem bankruptcy. He manufactured iron 
Hear Trenton, N. J., and Easton, Pa., and became in- 
terested in telegraph-lines. The Atlantic cable was 
largely due to him. In 1876 he was the candidate for 
president of the national party. But his great work- 
was the founding in 1854 in New York of 'Cooper' 
Union for the Advancement of Science and Art ". to 
educate the indupfcHfll clauses, 



1883] 



Morse, Cooper, Beck 



L37 




THKODOKIC ROMEYN HECK (American, 1791-1855) 
after graduation from Union in 1807 had prepared a 
systematic report on minerals as early as 1813, and in 
isio became professor in Fairfield medical college. 
From 1817 to 1848 he was principal of the Albany 
academy, still continuing to lecture from 1826 to 1840 n't 
Fairfield, and Prom I840to 1854 in the Albany medi- 
cal college. From 1841 to hisdeath he was secretary 
of the regents of the university. When the State 
geological survey was organized, the ins! ructions 
prepared for the scientific staff were largely liis work, 
and he was himself iut rusted with the department of 
mineralogy. Out of this survey sprang the State 
Museum. He edited the Journal of Insanity from 1849 
to is:).'?, and published much on the education of the 
deaf and dumb and the blind. He organized the 
Albany institute. He published in 1828 his cele- 
brated treatise on " Medical Jurisprudence ". 



138 



'France 



[1792 




TICTOR COUSIN (French, 1792-1867) in the normal 
school at Paris was especially attracted by meta- 
physics, and in 1815 became instructor in that branch 
in the normal school and in the university. In 1817 
he met Hegel and Schelling. In 1822 he was deprived 
of office and went to German}^, where through French 
influence he was imprisoned for six months. In 1828 
he was with Guizot recalled to the university, and for 
three years crowded the Sorbonne with hearers as no 
lecturer had done since Abelard. In 1832 he was made 
member of the council of public instruction, in 1840 
minister of public instruction, and during the reign 
of Louis Philippe was virtual director of France in 
philosophy and literature. To him France owed the 
advance from 1830 to 1848 in primary education. In 
1831 he was sent to Germany and his reports on Pub- 
lic Instruction in Prussia and in Holland wrought 
great results everywhere. 







MATTHIEU BRANSIET [FRERE PHILIPPE] 

(French, 1792-1874), superior-general of Christian 
brothers, went at 17 to the Petit-College at Lyons al- 
ready determined to become a brother of the Chris- 
tian schools. He soon became teacher of mathematics 
at Auray. In 1816 he went to Rethel, and in 1818 be- 
came director of the school established by St. De La 
Salle at Reims. He opposed the Lancastrian ideas 
then prevalent, and retained the simultaneous in- 
struction established by his great predecessor. He 
was afterward director at Metz, and in 1823 was made 
director of the community St.-Nicholas-des-Champs, 
Paris. Here he published a geometry (1826). In 1830 
he became one of the four assistants of the order ot 
Christian brothers, and was instrumental in found- 
ing the first evening schools, to the gratification of 
Guizot. In 1838 he became supervisor-general. His 
text-books found place in all the schools of the order. 



1874] 



America 



L39 




WILBUR FISK (American 1792-1839) after gradu- 
ation from Brown university in 1815 was licensed in 
1818 to preach, and in 1825 was made principal of the 
seminary at Wilbraham, Mass., just removed from 
Newmarket, N. H. He began with 7 students, but 
during the five years he was in charge there were 
1150 different persons in attendance. In 1830 he was 
elected first president of Wesleyan university, which 
had purchased the buildings erected for Capt. Part- 
ridge's military academy at Middletown, Conn., and 
the college opened Sept. 21, 1831. He remained pres- 
ident till his death, refusing many positions offered, 
among them that of bishop in the Methodist church. 
All through his life he had been in feeble health, but 
he worked hard to the last. In 1831 he took an active 
part in the controversy on the use of the Bible as a 
text-book, xfe has been called the originator of co- 
educational academies. 




LOWELL MASON (American, 1792-1872) taught 
music in Georgia for 15 years, but in 1827 came back 
to Massachusetts and was so successful in class work 
as to arouse new interest in musical instruction. 
Through W. C. Woodbridge he became a convert to 
Pestalozzian methods. He began teaching the pub- 
lic school children on Wednesday and Saturday after- 
noons, and to give concerts. Vocal music was in- 
troduced into some influential private schools, and 
afterward into the public schools of Boston In 1837 
he visited Europe to examine the systems there 
taught. From 1834 to 1852 the Academy of Music 
gave annual institutes for instruction in Pestalozzian 
methods of teaching music. Horace Mann said it 
was worth any young teacher's while to walk ten 
miles to hear a lecture of Dr. Mason. His published 
works were many, and his hymns are sung every Sun- 
day throughout the land. 



140 



America 



[1792 




THADDEUS STEVENS ■ (American, 1792-1868) is 
counted among educational leaders because in 1835 
he saved from repeal the law under which in 1834 Dr. 
Burrowes had organized the Pennsylvania school sys- 
tem. He was born on a farm in Vermont, and worked 
his way through Dartmouth college by cobbling and 
teaching. Upon graduating in 1814 he went to Penn- 
sylvania to teach, soon becoming a lawyer, and a 
member of the legi slature. The school-bill of 1834 was 
so unpopular that he barely escaped defeat for re- 
election because he had advocated it, and his con- 
stituents instructed him to oppose it. He defied their 
instructions and made in its favor the greatest speech 
of his life. He was member of Congress 1849-1853, and 
1859-1868, and during the war was the recognized re- 
publican leader. When 72 years old he wrote that in 
reviewing all the work he had done, he felt the most 
pride in his defence of the free-school system. 




MRS. ALMIRA LINCOLN PHELPS (American, 1793- 
1884), a younger sister of Mrs. Emma Willard, became 
at 16 a district school teacher, and after teaching in 
academies at Pittsfleld, Mass., and Berlin, Conn., took 
charge of the public school in New Britain. She had 
for some time a private school: at Berlin, and then 
became principal of an academy at Sandy Hill, N. Y. 
In 1817 she married, but after her husband's death in 
1823 was for 8 years a teacher in her sister's school at 
Troy. Here her " Lectures on Botany" (1828) grew 
out of her class work. It was followed by her with 
like books on geology (1834), chemistry (1835), and 
physics (1836). In 1833 she published "The Female 
Student ", or " The Fireside Friend". In 1831 she 
married John Phelps, iu 1838 she became principal of 
a school at Westchester, Pa., and in 1841 of Patapsco 
institute at Ellicott's Mills, Md. In 1856 she with- 
drew, to (Jevote herself to literary work. 



4884] 



Stevens, Colburn. Thayer 



141 




WVKREN COLBUUN (American, 1793-1833), mani- 
fested expertness in arithmetic at an early age, and 
after graduation from Harvard i n 1820 opened a se- 
lect school in Boston. In 1821 he published his " First 
Lessons in Intellectual Arithmetic," based on the 
principles of Pestalozzi, which received higher en- 
comiums than any other text-book ever published in 
this country, and soon came into almost universal 
use, 50,000 copies being sold annually in Greu,. Brit- 
ain, and twice as many in America. In 1823 he with- 
drew from school to become superintendent of a 
manufacturing business, but lectured on scientific 
subjects, and published a " Sequel" to his "First 
Lessons," and an " Algebra." But his fame rests on 
the " First Lessons." Thomas Sherwin said : " I re- 
gard Mr. Colburn as the great benefactor of his age, 
with respect to the proper development of the math- 
ematical powers." 




GIDEON F. THAYER (1793-1863) became a teacher 
in 1814 and in spite of ill-health secured credit to 
purchase a site and erect on a scale of liberality 
hitherto unknown, his Chauncy hall school, still the 
most noted private school in America. His confidence 
and energy secured success from the first, and when 
he retired from the principalship in 1855 he left a 
flourishing school to his successor. He was a promi- 
nent founder of the American institute of instruction 
and of the Massachusetts State teachers' association, 
was one of the editors of the Massachusetts Teacher 
for 1848, and contributed to Barnard's Journal of 
Education "Letters to a Young Teacher". Of hfs 
address on "Connection of courtesy with school in- 
struction " more than 50.000copies were circulated by 
Henry Barnard. While a member of the Boston 
common council he was one of the originators of the 
movement to establish the public library. 



142 Scotland [1793 



DAYID STOW (Scotch, 1793-1864) was a Glasgow 
business-man much interested in poor children, for 
whom in 1816 he established a Sunday evening school. 
He learned of the work of Bell, Lancaster, Pesta- 
lozzi, and Wilderspin, and founded the Glasgow edu- 
cational society, which in 1824 established a week- 
day training school. In 1827 this had developed into 
the first normal school in Great Britain, and in 1836 
it was transferred to larger quarters. In 1841 the 
government grant was increased to $25,000 on condi- 
tion that the school should be turned over to the 
church of Scotland, which was done. When in 1845 
disruption occurred in the church, Stow and the en- 
tire school sided with Chalmers and withdrew to 
what was called the Free church normal college, 
where he remained till death. His "Training Sys- 
tem" passed through nine editions. A memoir by 
W. Fraser was published in 1868. 



1865] 



America 



143 




EDWARD EVERETT (American, 1794-1865) after 
graduation from Harvard at 20 became pastor of a large 
Boston church, and in 1814 was elected professor of 
Greek at Harvard. After Ave years in Europe for 
preparation, he entered upon this work and at the 
same time became editor of the North American 
Review. lie gave in Boston the first purely liter- 
ary lectures delivered in America. From 1824-34 he 
was a member of congress. From 1835-39 he was gov- 
emorof Massachusetts, and aided in establishing I In- 
board of education. From 1841-45 lie was minister to 
England, and from 1846-49 was president of Harvard, 
resigning through ill-health. In 1852, he succeeded 
Daniel Webster as secretary of state, and in 1853. en- 
tered the U. S. senate, resigning in 1854 on account of 
ill-health. The rest of his life was given to lectures 
and orations. In 1840 he published "Importance of 
Practical Education and Useful Knowledge". 




WALTER ROGERS JOHNSON (American. 1794-1852) 
after graduation from Groton academy and Harvard 
college taught in Framingham and Salem, and be- 
came principal of Germantown academy, near Phila- 
delphia. He undertook the cause of educational 
reform in Pennsylvania, publishing in the Harrisburg 
Commonwealth a series of 13 essays on education, 
followed in 1823 by 6 others in the Journal of the 
Franklin Institute. In 1825 he published a pamphlet 
advocating normal schools. The school law of 1834 
was largely due to his efforts. From 1826 to 1836 he 
was principal of the high school of the Franklin In- 
stitute, where he taught Greek as a living language. 
He was also active in the scientific work of the Insti- 
tute. From 1839 to 7843 he was professor in Pennsyl- 
vania college, and he conducted several scientific 
investigations for the government, especially one in 
relation to the use of coal. 



144 



America 



[1794 




EL1AS CORNELIUS (American, 1794-1832) after 
graduation from Yale in 1815 spent some time at 
Litchfield with Lyman Beecher, was licensed to 
preach in 1816, and became a missionary among the 
southwestern Indians. In 1819 he became pastor in 
Salem, and in 1826 secretary of the American Educa- 
tion Society, founded in 1816 to educate young men 
for the ministry. His work was largely as soliciting 
agent, and he was remarkably successful, owing to 
his earnest belief in the cause, and his cheerful and 
courteous zeal. He believed in ample training for the 
ministry, and he investigated closely the character 
and purposes of the young men assisted. He founded 
the American Quarterly Register, at first devoted to 
the interests of the Society. In 1832 he became secre- 
tary of the American Board of Commissioners for 
Foreign Missions, but died Feb. 12. His memoir by 
B. B. Edwards was published in 1834. 




- HAKVEY PRINDLE PEET (American, 1794-1873) 
after graduation from Yale became in 1822 an in- 
structor in the American asylum for the deaf and 
dumb at Hartford, and in 1831 became principal of 
the New York institution for the deaf and dumb, 
which grew to be the largest in America. When he re- 
signed in 1867 the institution had educated nearly 2,000 
deaf mutes, and his son succeeded him as principal. 
He began in 1844 the publication of a course of text- 
books for the deaf and dumb, and he wrote many his- 
torical and other papers on the subject. In that year 
Horace Mann urged the teaching of articulation and 
lip-reading, already used in German institutions, but 
the New York and Hartford institutions decided 
against it. In 1868, at a meeting of American princi- 
pals, it was however unanimously adopted for such 
pupils as are able to profit by it, and is now used nearly 
everywhere, either alone in connection with signs. 



1878] 



America 



145 




JAMES G. CARTER (American, 1795-1849) after 
graduation from Harvard opened a private school in 
Lancaster. In 1821 he began to publish newspaper 
letters in behalf of popular education, which in 1824 
were issued in a pamphlet, "Letters to the Hon. 
William Prescott, LL.l).*' In these he deprecated 
the supplanting; of free high schools by academies 
and the employment of untrained teachers, and ad- 
vocated the introduction into the curriculum of in- 
ductive logic. A similar series of letters was pub- 
lished in 1826 under the title, '* Essays upon Popular 
Education". In these hedeveloped a plan for a teach- 
ers' seminary or normal school, and in 1827 he pre- 
sented a memorial to the legislature for such an in- 
stitution. It failed by one vote, and he started a 
private normal school in Lancaster, but was obliged 
to relinquish it on account of opposition. From 1835 
to 1839 he was a member of the legislature. 



146 



America 



[1795 



^ 



EBENEZER BAILEY (American, 1795-1839), one of 
the pioneers in giving woman an opportunity for a 
higher education, after graduation from Yale in 1817 
became a tutor in a Virginia family, and after a year 
opened a school for girls in Newburyport, Mass. In 
1823 he became master of the Franklin grammar 
school. Boston, and in 1825 first principal of the girls 
high school. In 1827 he opened a private school for 
girls, which from the first enjo} r ed a high reputation. 
The equipment and course of instruction were far 
above those usually employed, and his graduates 
were eagerly sought for teachers. In 1830 he was one 
of the committee to organize the American Institute 
of Instruction. He published "The Young Ladies 
Class-Book " (1831), " Bakewell's Philosophical Con- 
versations " (1832), and " Bailey's Algebra " (1833), for 
many years a popular text-book for beginners. The 
panic of 1837 forced him to give up his school. 




WILLIAM BENTLEY POWLE (American, 1795-1865), 
publisher of the Common School Journal, at 15 be- 
came a clerk in the Boston bookstore of Caleb Bing- 
ham. In 1821 he was elected a member of the primary 
school committee which established the first inter- 
mediate school, and adopted the Lancasterian plan 
of instruction. Mr. Tweed-Dale of Albany who had 
been put in charge being unable to remain, Mr. Fowle 
took his place. In 1823 he opened the Female moni- 
torial school, which he conducted until in 1840 obliged 
by ill-health to resign. In 1842 he became the publish- 
er and alter 1848 was the proprietor of The Common 
School Journal, until its discontinuance in 1852, Avhen 
he once more opened a private school. His " Teach- 
er's Institute" grew out of his experience as a con- 
ductor, and he published two spellers. He was among 
the first to admit girls, to use blackboards, and to 
teach nil subjects in the same room. 



1860] 



Bailey. Fowle, Peabody 



147 




GEORGE PEABODY (American. 1795-1869), the 
philanthropist, became at 11 a clerk in a country store 
in Massachusetts. In 1811 he went to Georgetown, 1). 
c. as clerk for an uncle, and iu 1813 became a part- 
ner in ;i dry-goods business, removed in 1815 to Balti- 
more. In 18:37 he visited London, and became a 
wealthy banker. In 1851 he contributed $1 5.000 to 
provide for a display of American exhibits at the 
Greal Exhibition, and in 1852 fitted out a ship for Dr. 
Kane's Arctic exploration, whence comes the name 
•• Peabody land : * in the region visited. In the same 
year he gave $20,000, afterwards increased to $250,000, 
to his native town, Danvers, Mass., for the Peabody 
institute. Other gifts were a million to the Peabody 
Institute, Baltimore, 2M> million to the laboring poor 
of London, and 3y 2 millions to education in the south. 
besides many gifts to colleges and various charities, 
so that his name is familiar all over the country. 



148 



England 



[1795 




WILLIAM WHEWELL (English, 1795-1866). was a 
prize man in mathematics at Cambridge, and became 
a fellow and tutor at Trinity. From 1828-32 lie was 
professor of mineralogy at Cambridge, and;from 1838- 
55, professor of moral theology. In 1841 he was ap- 
pointed master of Trinity, and in 1855 vice-chancellor 
of the University of Cambridge. He was such a vol- 
uminous writer and on subjects so diverse, that it 
was said of him that fct knowledge was his forte, 
omniscience his foible ". The anecdote is told that 
students who wanted to detect ignorance on at least 
one subject, worked up from old reviews a knowledge 
of Chinese music, and introduced it as a casual topic 
of conversation. When they had exhausted them- 
selves he remarked, " I was imperfectly and to some 
extent incorrectly informed when I wrote the arti- 
cles from which you have drawn your information." 
But his knowledge was profound as well as various. 




SIR ROWLAND HILL (English, 1795-1879) taught rn 
his father's private school, and developed at Hazelton 
the famous Hazelwood system, the chief points of 
which were (1) self-government and mutual respon- 
sibility (2) fixed standards of merit instead of com- 
petition, and (3) natural penalties instead of arbi- 
trary punishments. In 1822 he ana his brother 
Matthew brought out "Public Education for the 
government and liberal instruction of boys m large 
numbers as practised in the Hazelwood school, a 
book in which the system was made known. It was 
noticed at length in the Edinburgh Review, was trans- 
lated into several foreign lan£ua«es, and brought 
visitors from all over Europe. Jeremy Bentham read 
the book sent for him, and became his warm Iriend. 
H<> was 'the author of penny-postage, adopted in 
1840 and became secretary to the post-office, lie was 
leni anted in 1860. 



1879] 



Whewell, I [ill, Arnold, Harper 



149 




THOMAS ARNOLD (English, 1795-1842) became dur- 
ing the last fourteen years of his life the most famous 
of modern schoolmasters. After graduation from 
Winchester and Oxford, and some private teaching, 
lie was iu 1828 elected master of Rugbj School One 
of his testimonials predicted : " If Mr. Arnola is elect- 
ed, he will change the face of education all through 
the public schools of England "—and he did it. His 
success was due to Ms earnest endeavor to apply 
the principles of Christianity to life in the school 
as well as out of it. The amiability of his heart, the 
justice of his dealings, the transparent honesty of 
his character, made him at once loved and feared. 
The feeling grew up tliat it was disgraceful to tell a 
lie to a man who trusted boys as he did. In expelling 
some boys, he said: "It is not necessary that this be a 
school of 300, of 100, or even of 50 boys : it is necessary 
that it should be a school of Christian gentlemen. ''t 




JAMES HARPER (Scotch, 1795-1875) became at 12 a 

student in the University of Glasgow, and in 1813 in 
the University of Edinburgh. He studied theology 
at Selkirk and in 1818 was licensed to preach. In 
1826 he became editor of the Edinburgh Theological 
Magazine, and in 1881-2 was a warm advocate of the 
Reform bill. In 1845 he became professor of syste- 
matic theology of the United Presbyterian Hall, and 
became in lS.So editor of its Magazine. He helped 
originate the movement against theological tests for 
lay professorships in the universities, resulting in 
their abolishment in 1853. He was identified from 
the first with Tin 1 National Education Association of 
Scotland, advocating pureiy secular instruction and 
control, which finally prevailed in the law of 1872. 
When thewUnited Presbyterian college was recoil 
structed he became in 1870 the first principal. His 
special strengl h was in the department of homiletios. 



150 America [1796 



/ 



^^'"" "^""^ HORACE MAJNN (American, 1796-1859). was the most 

eminent and successful promoter of popular educa- 
tion of his time. As lawyer, statesman, and philan- 
thropist he had achieved considerable reputation, 
when in 1837 he became secretary of the newly-es- 
tablished Board of Education of Massachusetts. He 
/ 4* ;,\ held this position for 12 years, working- 16 hours a 

I Itsr ,¥ \ day. He made use mainly of three agencies : (1) a 

i ';\ ^jtk 1 series of teachers' institutes ; (2) a monthly Common 

! School Journal, and (3) a wide circulation of his An- 
nual School Reports to the Board of Education, which 
still rank as among the best of educational litera- 
ture. In 1843, he visited Europe, and his comparisons 
in his 7th Report led to a heated controversy with the 
masters of the Boston schools. In 1848 he resigned to 
become U. S. Senator, and in 1854 he became presi- 
dent of Antioch College, where he remained till his 
aeath, $ 



1875] 



America, England 



L51 




FRANCIS WAYLAND (American, 1796-1865) after 
graduation from Union began practice as a pliysl • 
cian. Becoming converted, lie entered the univer- 
sity, but after five years of preaching* in Boston 
became pi'ofessor of mathematics at Union, where 
he had previously served four years as tutor. Al- 
most immediately he was elected president of Brown 
University, where he remained from 1827 to his res- 
ignation in 1855. He proved to be one of the half- 
dozen great college presidents of the generation, 
est ;i Wishing firm discipline, and proving himself an 
instructor of remarkable power. A justice of the 
Massachusetts Supreme Court, himself a "Brown 
graduate, said of a witness in a certain trial: "I 
should have suspected that that man was cne of Dr. 
Wayland's students from the way in which he dis- 
criminated between character and reputation, two 
words often confounded- " 




SIR CHARLES LYELL (English, 1797-1875), the first 
geologist of his century, alter graduation from Ox- 
ford in 1819 and 1821 began the study of law, but gave 
it up for geology. In 1823 he was elected secretary of 
the Geological society, and his first original paper was 
read before it in 1824. In 1827 he contributed to the 
Quarterly Review an article describing the part that 
scientific societies are to play in provincial education. 
His '• Principles of Geology" appeared 1830-33. and 
gave the death-blow to the catastrophic school of ge- 
ologists, showing a progressive state of existence on 
the globe. In 1831 he was made professor of geology 
in Kings college, London, and he gave lectures ai the 
Royal institution in 1832. In 1835, 1836, 1849. and 1850 
he was president of the Geological society, and in 1838 
published his "•Elements of Geology '*.' He visited 
the United States in 1841 and 1845 and delivered a 
series of lectures before the Lowell institute. 



152 



America 



[1797 




MARY LYON (American, 1797-1849) had been a. 
teacher for 20 years, when she attended Joseph Em- 
erson's school at Byfleld, and was impressed by his 
views of the higher education of women. She taught 
in the academy at Derry, N. H., and from 1828 to 1834 
was principal of the academy at Ipswich, Mass. She 
resigned to establish the Mount Holyoke Female Sem- 
inary, to fit women for teaching by giving them ad- 
vantages corresponding with those offered in colleges 
for men. She opened it in 1837, and presided over it 
till her death. A distinguishing feature was to have 
all the domestic labor performed by the pupils and 
teachers, thus reducing the expense and giving the 
young women exercise and practice in household 
work. This plan with some modifications is still pur- 
sued there, and was adopted at Wellesley college 
when it opened. In 1888 Mount Holyoke became a 
college. 



(JEORGF B. EMERSOJV (Ameri^n, 1797-1881), one of 
the most influential teachers of Massacnusetts, began 
in a district school when 17 years old, and withdrew 
in 1855, after having been for 25 years principal of a 
private school for girls in Boston. He servea on the 
state Board of Education, was among the founders of 
the American Institute of Instruction, and aided" 
Warren Colburn in bringing out his "Intellectual 
Arithmetic." He wrote in 1843 the second part of 
kl The School and the Schoolmaster," placed by James 
Wads worth and Mr. Brimmer respectively in every 
public school of New York and Massachusetts. Mr. 
Emerson's main efforts at reform in education were 
toward the abolishment of corporal punishment, and 
the extension of' the education of women. Some of 
his experiences were gathered by him into a volume 
called " Reminiscences of an Old Teacher " (1878). In 
his later years lie did much botanical investigation. 



1881] 



Lyon, Emerson, .May. Antik 



[.),; 




SAMUEL JOSEPH MAT (American, I797*-1§71), a re- 
former in education ;iik1 in ant i slavery . after gradua- 
tion from Harvard in I817became in 1822 a Unitarian 
clergyman. ]n 1832 he was a member of the firsl New 
England anti-slavery society, and was the champion 
of Prudence Crandall when she was persecuted for 
admitting colored girls to her school in Canterbury, 
Conn, [n 1835 he became general agenl of the Massa- 
chusetts anti-slavery society. In 1842 he became 
principal of the state normal school at Lexington, 
Mass. In 1845 he been me pastor of the church a1 Syra- 
cuse, \. Y., where in 1830 he had been mobbed and 
burned in effigy. Here he remained until in 1867 he 
became missionary in central New York for the 
American missionary association. He published 
"Education of the Faculties" (1846). "Revival of 
Education" (1855). and " Recollections of the Anti- 
Slavery Conflict" (1868.) 




CHARLES ANTHOX (American. 1797-186;). after 
graduation in 1815 from Columbia was from 1820 to 
1830 adjunct professor, from 1830 to 1857 professor 
of Greek and Latin, and from 1857 to his death .Jay 
professor of Greek, completing a continuous service 
in the college of nearly half a century. From 18.'d 
to 1864 he was also rector of the grammar school. 
To the educational world at large, however, he isbest 
known as an author of Latin text-books. In 1830 he 
published an edition of Horace, followed by some 
fifty classical books, mostly texts with annotations so 
superabundant that they 'were more popular with 
lazy pupils than with careful teachers, but had large 
sale both here and in England. As. the notes were up- 
on the same page with the text and gave paraphrases 
of much of the text, a quick-witted pupil could often 
enter a class wit houl preparation, and recite with ap- 
parent credit. 



154 



America 



[1797 




DANIEL DEWEY BARNARD (American, 1797-1861) 
was made a clerk in the county clerk's office at Can- 
andaigua, N. Y., at 12 years of age, was graduated 
from Williams in 1818, and began practice as a law- 
yer in Rochester in 1824. In 1826 he was made dis- 
trict attorney, and in 1827 was elected to congress, its 
youngest member. He opposed the anti-mason party, 
and was counsel for the defence in several of the 
'• Morgan trials ". In 1832 he removed to Albany, 
and from 1839 to 1845 was once more in congress. He 
was always interested in education, and in the legis- 
lature of 1838 presented the report on colleges, acad- 
emies, and common schools upon religious exercises; 
and upon the subject and system of public instruc- 
tion, the latter in connection with the new U. S. de- 
posit fund. In this he pointed out the need of su- 
perior teachers, and recommended the extension of 
the regents system of training classes, 







• J 1 ( i H o N , ADAMS DIX (American 1798-1879) became 
in 18i3 the youngest officer in the U. S. army but 
t iooo l n 1 1 826 ' and was admitted to the bar in 1828 
In 1833 he became secretary of state for New York' 
and was for six years ex-officio superintendent of 
public instruction. He secured the establishment of 
training classes for teachers and school district 
libraries, and in 1837 published "Decisions of the 
Superintendent of Common Schools ", a volume of 
48/ pages that has been the foundation of all works 
on school law since published. In 1845 he became 
senator in Congress, in 1853 assistant treasurer of 
t ■.«£;?■• and in 1859 Postmaster of New York city. 
in I860 he was appointed secretary of the treasury 
and gave the famous order, " If any one attempts to 

? ai ii«-, u' ! \ thei AmericM fla S> sho °t him on the spot." 
in i8ol he became major-general; in 1866 minister to 
Paris, and m 1872 governor of New York 



1879] 



France 



loo 




JEAN MARIE CONSTANT M HA3IEL (French, 1797 
1872), the mathematician, was educated in the Polj- 
technic school in Paris, and became teacher of math- 
ematics there. He proved so successful both as an 
investigator and as a teacher thai in 18:21 he was 
mad* 1 professor of higher mathematics in the Uni- 
versity of Paris, where he remained until his death. 
In 1840 he became a member of the Institute. He 
was tin 1 author of many works on mathemal ics, ana- 
lytical mechanics, and the theory of heat. Anions 
his best known books are " Cours d'Analvsis del' 
Ecole Poly technique " (1840, 1841). " Cours de Me- 
chanique " (3d ed. 1863), " Elements du Calcul Infini- 
tesimal " (3d ed. 1874), and " Des MSthodes dans les 
Sciences de Raissonnement " (1866-72). All of these 
have been widely used both in France and abroad, 
and valued for clear statement as well as sound uess ; 
for he could demonstrate a> well as investigate, 



M 




JULES 31ICHLET (French. 1798-1874) was sent by 
his poverty-stricken parents to college, and upon 
graduation began to teach in the public schools, ris- 
ing rapidly till he became professor in the College 
de France. He lost his place by refusing to take the 
oath of allegiance to Louis Napoleon. \n 1827 he 
published his first book, an outline of modern his- 
tory. This was followed by more than 50 other 
volumes, growing out of his work as a teacher. lie 
used to say the first principle of politics is educa- 
tion, the second principle is education, the third 
principle is education. He said that for Thierry his- 
tory was a narrative, for Guizot an analysis, for him- 
self a resurrecl ion. " His pages are packed with first- 
hand information, and they glow with the fires of 
his lov< j for his country as the sufferer, the teacher, 
and the prophet of the whole human race." He wrote 
other popular books—on natural history, etc. 



America 



[1798 




WILLIAM RUSSELL (Scotch, 1798-1873), after grad- 
uation from the university, on account of lung trouble 
came to America as a tutor in a Georgia family. He 
married a Connecticut woman, and moved to New 
Haven, teaching for a time in the Hopkins grammar 
school. He began to teach elocution in Harvard, 
Andover, and the Chauncy hall school, and in 1826 be- 
came editor of the American Journal of Education, 
the first educational journal published in English. 
This labor in addition to his teaching was so burden- 
ing that after three years he relinquished it. In 1849 
he established a normal school in New Hampshire, 
which he moved in 1853 to Lancaster, Mass. The 
State normal schools had made a private school no 
longer necessary, and it failed, compelling him to go 
back to his old work as instructor in institutes. He was 
the author of a " Manual of Mutual Instruction"(1826), 
and "'Suggestions on Teachers' Institutes 1 ' (1848). 




CHARLES DAV1ES (Ameriean,1798-1876),the mathe- 
matical text-book author, after graduation from 
West Point in 1$15, in 1816 became asssistant profes- 
sor of mathematics there, and in 1823 professor. He 
resigned in 1837 on account of overwork upon his 
text-books and visited Europe. On his return he 
was professor in Trinity college 1839-41, but once 
more was compelled by ill-health to resign, and was 
made paymaster in the army. He was treasurer at 
West Point till 1846, when he became professor of 
mathematics in New York university. lie retired in 
1847 to give nil his attention to his mathematical text- 
books. After teaching in the Albany normal 1855-57, 
he became in 1857 professor and in 1865emeritus pro- 
fessor of higher mathematics in Columbia. His text- 
books (1837-67) ranged over the entire field of mathe- 
matics, including a '•Mathematical Dictionary - ' 
(1855). His last work was " The Metric System " (1870). 



1SSS] 



Rui 



ELL, 



DaVies, the Alcotts 




WILLIAM A. ALCOTT (American, I796rl859) was a 
farmer's son. and when 18 taught hi i district school 
for the winter al ten dollars a month and board him- 
self. He taught for six winters, and in lo£2 got a 
school for the entire year, at $100 and board around. 
His experiences are given in his "Confessions of a 
Schoolmaster." He continued to teach, but in 1824 
began to study medicine, and in 1826 got license to 
practise. He continued to teach occasionally, how- 
ever, introducing many novel ideas, and was active 
on the school committee, established a library, and 
wrote a good deal for the press. In 18^0 he joined 
W C. Woodbridge in starting- a Fellenbery school 
near Hartford, and in 1832 he went to Boston to as- 
sist Dr. Woodbridge in editing the Annals of Edtn a- 
tion, a large monthly journal. Here he became a 
voluminous author, especially of medical and Sun- 
day school books. 




AMOS BRONSOX ALCOTT (American. 1799-1888), a 

peripatetic philosopher, was sent south as a boy to 
peddle in Virginia. He went among the plantations, 
welcome as a visitor but making no sales. In 1823 he 
started an infant school, and in 1828 another in Bos- 
ton, the peculiar methods in which are described in 
Kli/.abeth Peabody's "Record of a School" (1834. 
1873). it was not successful, and he removed to Con- 
cord, where he became one of the most picturesque 
tigures in the Concord school of transcendentalism, 
lie was especially noted for his "conversations", 
which he delivered on a wide range of speculative and 
practical 'themes in the principal cities of the coun- 
try. Among his books are " Conversations with Chil- 
dren on the Gospels " (1836). " Tablets " (1868), " Con- 
cord Days " (1872), •• Table Talk " (1877), " New Con- 
necticut" (1881\ "Sonnets and Canzonets" (1882), 
■■ Ralph Waldo Emerson 1 ' (1882). 



158 



America 




[1799 



SAMUEL LEWIS (American, 1799-1854)* after a 
youth of poverty and hard work was admitted to the 
bar m 1822, was licensed as a local preacher in 1824 
and in 1837 was elected superintendent of common 
schools for the State of Ohio. He travelled 1200 miles 
on horseback, he found half the districts without 
schoolhouses, and he recommended to the legislature 
a state fund, supervision, a school journal, etc. The 
school law of 1838 was practically his, and in that 
year he issued The Common School Director, visited 
65 counties, delivered addresses, studied the schools 
and particularly begged for central high schools. In 
1839 he recommended a State normal school. That 
winter the legislature united the office of superin- 
tendent to that of secretary of state, and though he 
was urged to be a candidate for the latter office he 
declined. He was from its foundation president of 
the Cincinnati school board. 




GEORGE BANCROFT (American, 1800-1891) though 
his lame is as an historian had much to do with edu- 
cation in his earlier years. After graduation from 
Harvard in 1817 and from Gottingen in 1820 he became 
in 1822 teacher of Greek at Harvard, and in 1823 
joined Joseph G. Cogsw 7 ell, afterward superintendent 
of the Astor library, in opening in Northampton, 
Mass., the Round Hill school for boys, something on 
the plan of Rugby and Eton. It did not receive boys 
more than 12 years old, made English first in impor- 
tance, provided native teachers in French, Spanish, 
German, and Italian, and taught inductively so far as 
possible. A pupil of Jahn taught gymnastics. A 
uniform was required of blue broadcloth with brass 
buttons. When Mr. Bancroft retired in 1831, the 
school had numbered 290 pupils, among them many 
who had become famous. But it did not pro? per finan- 
cially and he gave it up for literary work. 




ANOTHER PORTRAIT 



1891] 



Lewis, Bancroft, Benedict, Woolworth 



159 




ERASTUS CORNELIUS BENEDICT (American 
1800-1880), 13th chancellor of the University of the 
State of New York, alter graduation from Williams 
in 1821 was principal of academies at Jamestown and 
Newburgh, N. Y., and for a year a tutor at Williams. 
He was admitted to the bar in 1824. and was deput> 
clerk of the U. S. district court, 1827-9. He became 
the leading lawyer of New York in admiralty cases. 
and his " American Admiralty, its Jurisdiction and 
Practice " (1850) was recognized as the standard au- 
thority. In 1848 and in 1864 he was elected to the as- 
sembly, and in 1872 to the senate. He was a member 
of the New York board of education 1350-63, and its 
first president. In 1855 he became a regent of the 
University of the State of New York, in 1872 vice- 
chancellor, and in 1878 chancellor. Republished • \ 
Run through Europe" (i860), and "The Hvnin of 
Hidelbert " (1869). 




SAMUEL BUELL WOOLWORTH (American, 1800- 
1880). 9th secretary of the board of regents. after grad- 
uation from Hamilton in 1822 taught for two years in 
Monson, Mass., where Henry Barnard was his pupil. 
He was principal of the Onondaga academy, N. Y.. 
1824-30, of. the Cortland academy, Homer, 1830-51, and 
of the Albany normal 1852-6. In 1856 he succeeded 
Dr. Beck as secretary of the Regents of the Universitj . 
Under his administration the apportionment of the 
Literature fund was made dependent upon the number 
of pupils who had passed examinations in the funda- 
mental branches, which showed them qualified to take 
up advanced subjects. Thus began the system of Re- 
gents examinations, which is the most extensive ever 
instituted. He was also a mover in the establish men l or 
the University Convocation. He was one of the found-* 
■ ts of the State teachers association, and in 1847 pres- 
ident. He was 40 years trustee of Hamilton college. 



160 



England, America 



[1800 




WILLIAM ELLIS (English, 1800-1881) was well- 
known as a philanthropist and writer on education, 
bnt was already middle-aged when in 1846 he offered 
his services as teacher of social science in the 
schools of the British and Foreign School Society. In 
1848 he founded the first Birkbeck school in London, 
soon followed by others. These schools excluded sec- 
tarian teaching, introduced physiology, and abolished 
corporal punishment. Reading was taught in connec- 
tion with lessons on objects ; spelling and grammar 
from the reading lessons ; and social economy was 
made prominent, including instruction in the means 
by which wealth is produced, the division of labor, 
and the importance of parental foresight and econ- 
omy. These schools did much to lay the foundation 
for the present system of national schools. His 
" Education as a means of preventing Destitution V 
is still regarded as a standard work. 




ALONZO POTTER (American„1800-1865) after grad- 
uation in 1818 from Union college, was professor 
there from 1821 to 1826 and from 1831 to 1845, when he 
was elected bishop of the Episcopal church. He was 
always interested in the common schools. He was 
the first president of the American association for 
the advancement of education, and was adviser of 
the department of public instruction at Albany and 
of James Wadsworth in his benefactions to educa- 
tion. He wrote the first part of " The School and 
the Schoolmaster '•, of which 15,000 copies were dis- 
tributed by Mr. Wadsworth among the schools of 
New York, and of which 60,000copies were sold: and 
was prominent in all school associations up to the 
time his health broke down from overwork. In the 
war of 1861 he was an active member of the sanitary 
and Christian commissions, and an advocate of 
emancipation. 



1889] 



America 



161 



^•i* 




MARSHALL CONANT (American, 1801-1873). 2d 
principal of the Bridgewater normal, was a Vermont 
farmer's boy, and became a carpenter, but studied in 
his spare hours, and in 1823 endeavored to compute 
the elements of a comet that appeared. At 23 he be- 
gan teaching at $12 a month paid in corn, and suc- 
ceeded in calculating correctly two eclipses. In 1828 
he calculated an almanac of Which 10,000 copies were 
sold, and continued its publication for five years. In 
1829 he opened a select school in Woodstock, and in 
1834 became a teacher in a Boston grammar school. 
In 183ti he opened another private school, in 1839 took 
an academy at Hillsboro, 111., and in 1841 at Fram- 
ingham, Mass., and from 1845 to 1853 was engaged in 
out-door engineering work. From 1853 to 1860 he was 
principal of the Bridgewater normal, and from 1802 
to 1872 was an officer in the internal revenue depart- 
ment at Washington. 




THEODORE DWIGHT WOOLSEY (American, 1801- 

1889), 10th president of Vale, after graduation from 
Yale in 1820 studied law in New York and theology at 
Princeton and was tutor at Yale 1823-25. He studied 
in Europe 1827-30, and in 1831 became professor of 
Greek at Yale, of which he was president 1846-71. 
After his resignation he lectured in the law school, 
and continued his studies in political science. Be- 
sides editions of four Greek texts and his college ad- 
dresses, he published his •' International Law "" (1874). 
• Essay on Divorce" (1869), "The Religion of the 
Present and the Future" (1871), " Political Science" 
(1877), and ''Communism and Socialism '* (1879). lie 
also re-edited after the author's death Lieber's "Civil 
Liberty and Self-Government" (1874) and "Manual 
of Political Ethics" (1874). ITe was for several years 
a regent of the Smithsonian institution, and one,of the 
committee for t he revision of the New Testament. 



162 



America 



[1801 





JOHN KINSSBUR1 (American, 1801-1874) afte. 
graduation from Brown in 1826, established in 1828 
his *' Young Ladies' High School", over which he 
presided for 30 years, during which period he was 
absent from the school altogether only 11 weeks. 
The school was a pioneer in giving higher education 
to women, but was a success from the start. The 
number of pupils was never allowed to exceed 43, and 
there was always a long waiting-list of applicants. 
Altogether Le had 557 of the best young women of 
Providence under his charge, many of them of a second 
generation. From 1857 to 1859 he was State commis- 
sioner of publie instruction, and devoted himself to a 
careful inspection of the schools, visiting nearly every 
district in the State. He was one of the founders of 
the American Institute of Instruction and of the 
Rhode Island Institute of Instruction. From 1853 b» 
was the secretary of Brown university. 



I 




SAMUEL GR1DLEY HOWE (American, 1801-1876), 
ulter graduation from Brown university in 1821 stud- 
ied medicine, but soon sailed for Greece to take part 
like Lord Byron in the Greek revolution, of which in 
1828 he published a history. Upon his return, be- 
coming interested in the education of the blind in 
the Abbe Haiiy's schools in Paris, he went there in 
1830, and afterwards to Berlin, where he was impris- 
oned for bearing gifts to the Polish revolutionists, at 
request of Gen. Lafayette. He was released in 1832, 
and came back to America to begin teaching the 
blind. His success led Col. Perkins to found for him 
the Institution for the Blind in Boston. In 1837 he be- 
gan to train LauraBridgman, a deaf, dumb, and blind 
child, and his success is narrated from year to year in 
his reports. In 1843he married Julia Ward, afterward 
the author of the "Battle Hymn of the Republic", 
lie was prominent in all philanthropic work. 



1884] 



Kingsbury, IIowi;. North, I 



a:\\\> 




SIMEON NOKTH (American, 1802-1884), 5fc£ presi- 
dent of Hamilton, after graduation from Yale in 1825 
was a tutor there. 1827-9, and was graduated from the 
divinity school in 1828. He came to Hamilton as 
professor in 1829, in the midst of President Davis's 
trouble, when there were but nine students and one 
professor. He remained lOyears as professor, and in 
183© became president, resigning in 1857. He was 
trustee until his death, his entire connection with 
t he college covering 55 years. He was also a trustee 
of the Auburn theological seminary 1840-49. Among 
his published works were "The American System of 
Collegiate Education " (1839), " Faith in the World's 
Conversion" (1842), and k- Anglo-Saxon Literature " 
(1847). A leading event of his administration was 
the election in 1841 of Prof. Mandeville to the chair 
of rhetoric, leading to the training in public speak- 
ing for which the college has ever since been noted. 




TAYLER LEWIS (American. 1802-18:7). a n eminent 
scholar, after graduation from Union in 1820 studied 
law. and practised at Fort Miller. X, Y.. where he 
became absorbed in the study of Hebrew and Greek. 
In 1833 lie abandoned law and took a. classical school 
in Waterford. In 1887 he was made professor of 
Greek in New York university, and in 1849 professor 
of ancient oriental languages at Union, In 1863, hav- 
ing sufFered for many years from deafness, lie was 
shocked by the wounds in battle of his son and the 
death upon the field of his son-in-law. but his activity 
as a writer continued till the last. His published 
works included " The Nature and Ground of Pun- 
ishment" (1844), "The six days of Creation " (1855), 
"The Divine Human in the Scriptures "(I860), and 
"State Rights, a Photograph from Ancient Greece ". 
which had wide circulation in the early days of Un- 
civil war. 



164 



America 



[1802 




CALVIN ELLIS STOWE (American, 1802-1886) after 
graduation from Bowdoin and Andover, in 1830 be- 
came processor of languages in Dartmouth college 
and in 1833 professor of Biblical literature in Lane 
theological seminary. In 1850 he became divinity 
professor at Bowdoin, and in 1852 professor of sacred 
literature at Andover, where he remained till 1864. 
In 1836 ne visited Europe, and on his return published 
his " Report on Elementary Education in Europe*'. 
The legislature of Ohio di stributed this report to every 
district in the State, and Massachusetts, Pennsylva- 
nia, Michigan, North Carolina, and Virginia took 
similar action. It pointed out so strongly the thor- 
oughness, completeness, and comprehensiveness of 
primary instruction in Prussia and Wurtemburg 
that the attention aroused led to great advancement 
in ou'r own schools. In 1836 he married Harriet Ueech- 
fc r, afterward author of ** Uncle Tom's Cabin ". 



1886] 



Scotland 



165 




HUGH MILLER (Scotch, 1802-1856), was anions the 
most remarkable, of self -taught men of genius. At 13 
lie was an incorrisible truant, and the schoolmaster 
thought he would grow up a dunce. But he had a 
great fancy for authorship, and became a stone-ma, 
son that he might have the unemployed winter time 
for literary composition. Under the discipline of 
labor the refractory schoolboy became a sober, 
minded man. After his marriage he got employment 
in a bank, but after a pamphlet-letter to Lord 
Brougham in 1839 had made him famous, he became 
an editor of The Witness, of Edinburgh, which posi- 
tion he held until his death, which occurred from a 
pistol-shot from* his owh hand while crazed from 
over-work. His autobiographical "My Schools and 
Schoolmasters " ranks among the masterpieces of its 
kind in English literature, but he is best known for 
his contributions to geology. 




THOMAS GUTHRIE (Scotch, 1803-1873) after ten 
years at the university of Edinburgh began preach- 
ing in 1825, but did not secure a pastorate till 1830. 
By 1837 had become recognized as a great pulpit, 
orator. He supported the disruption of 1843 and was 
henceforth associated with the Free church. In 1847 
he published his first * s Plea for Ragged Schools" — 
schools for poor children, where food, clothing, and 
industrial training as well as schooling were given. 
One of these had been opened in London in 1841. and 
Dr. Guthrie became the apostle of the movement. 
His first ** Plea " was quoted in newspapers every- 
where. The Edinburgh Review approved the move- 
ment, and $3,500 in subscriptions soon came to him. 
Two other " Pleas " followed, united in ••Seed-Time 
and Harvest of Ragged Schools" (1860). He was 
also an advocate of national and of compulsory edu- 
cation, and from 1847 of total abstinence. 



166 



A Great American College President 



[1802 




MARK HOPKINS (American, 1802-1887), 4th presi- 
dent of Williams college, after graduation from Wil- 
liams in 1824, was a tutor there 1825-7, and in 1829 
was graduated from the Berkshire medical school. 
He began practice in New York, but in 1830 was 
called to Williams as professor of moral philosophy, 
and in 1836 became president. This office he held 
till 1872, when he resumed his former chair. He was 
one of the few great college presidents, leaving his 
impress upon every young man who came there. He 
was president of the American Board of Commis- 
sioners of Foreign Missions from 1857 till his death. 
Among his books are " Evidences of Christianity'* 
(1846, 1884); "Moral Science" (1862); "Law of Love 
and Love as a Law " (1869, 1881), which led to a con- 
troversy with President MoCosli: "An Outline Study 
of Maii "(1873, 1886): "Scriptural Idea of Man" 
(1883): " Teachings and Counsels " (1884). 



1887] 



Canada 



167 




EGERTON RYERSON (Canadian, 1803-1889&, firsl su 
perintendenl of Ontario, began teaching ai n>. l)iit, in 
1825 was ordained and began preaching. Jn 1829 he 
helped establish The christian Guardian, and be- 
came its first editor. Tn 1835-6 he was in England 
getting a charter and subscriptions for Gobourg acad- 
emy, and in 1840 became first president of " The Uni- 
versity of Victoria college at Cobourg". Three years 
Miter the establishment of a new system of education 
for Ontario, lie was in l844appointed superintendent, 
and in 1S50 framed a, school law which is still the basis 
of the system in force. In 1854 he established a sys- 
tem of free public school libraries, and i n 1857 gal hered 
material for an educational museum. In his report to 
the English and Scotch inquiry commissions, .lames 
Praser said that what England owed to .1. K. shuttle- 
worth and New England to Horace Mann, Canada 
owed to Ryerson, 



168 



America 



[1803 




JACOB ABBOTT (American, 1808-1879), famous as a 
writer for the young, after graduation from Bowdain 
in 1820 and from Ahdoverin 1825, was tutor at Am- 
herst 1824-5 and professor of mathematics 1825-29. He 
established the Mount Vernon school for girls in Bos- 
ton and conducted it 1829-34, and was pastor of the 
Eliot church 1834-6. For several years he -devoted 
himself to literary work, partly in Farmington, Me., 
and partly in New York city. Tie became known as 
an author through the " Young Christian " series, but 
his fame- rests principally upon his "Rollo" books 
(28 vols.), the " Franconia'* stories (10 vols.) "Harper's 
Story Hooks" (36 vols.), and other juvenile works. 
Altogether his works exceed 200 titles. " The Teach- 
er, or Moral Influences in Training. the Young" (1831) 
is still a useful book for teachers. His " A Descrip- 
tion of the Mount Vernon School in 1832" is rare and 
very interesting. 




ELIAS LEAVENWORTH (American, 1803-1895), last 

ex-officio superintendent of schools of New York, 
after graduation from Yale in 18:34 studied law with 
William Cullen Bryant, and in 1827 was admit led to 
the bar and began practice in Syracuse, N. Y. lb 1 
was president of the village, 1838-41, and in 1849 and 
1859 mayor of the city. In 1853 he was elected secre- 
tary of state, and ex-officio superintendent of com- 
mon schools, lie warmly supported Gov. Seymour's 
recommendation that {here be organized a, separate 
department of public instruction, and this became a, 
law in 1854. In 1819 and 1856 he was elected to the 
assembly and in 1874 to congress. From 1861 to his 
death lit' was one of the regents of the University of 
the Slate of New York, by his will he provided for 
a public fountain and for the laying out of the park 
in Syracuse which bears his name, lie was president 
of tiie Syracuse Savings bank. 



1895] 



A'GLAND 




160 



FREDERIC HILL (English L803 : ) was the son of 
a schoolmaster and at 13 taught in his father^ school, 
an d with hi- brother Rowland at the famous Hazel- 
wood school. In 1831 he became interested in parli- 
mentary reform, and in 1832wrote •• National Educa- 
tion in its Present State and Prospects ", published 
in 1836. In L834 he became secretary to Lor<TTruro, 
and in 1835 was appointed inspector ol prisons. 
Thereafter he devoted himself to prison reform, es- 
tablishing the separate system, the abolition oi flog- 
ging useful labor, with pay for extra hours, and en- 
couraging industrial schools. In 18o3 he published 
••('rime its Amount, Causes, and Remedies ', recom- 
mending the system now in use at the Elmira Re- 
formatory, which he highly approved. Prom 1851 to 
1870 he was employed in the post-offlce and made 
many improvements in the service. At the age ol 90 
he was still as interested as ever in prison reform. 




RICHARD OWEN (English, 1804 18i^> studied 
medicine at Edinburgh and London, became a mem- 
ber of the royal college of surgeons in 1*:20, and soon 
after assistant curator of the Hunterian museum, 
where his researches led to new classifications of 
animals, the addition of new genera and species, am! 
his "Physiological Series of Comparative Anatomy 
(1833-40). His ability was especially shown in the 
reconstruction of extinct families. In 1836 he be- 
came Hunterian professor in the college of surgeons, 
and in 1856 chief of the natural history department 
of the British museum, holding also a professorship 
in the Royal institution, London. On his retirement 
in 1883 he was made K. C. 1>. Among his works 
are *' Odontography ", "British Fossil Manual and 
Birds ", " British Fossil Reptiles", '* The Vertebrate 
skeleton ,- , " Parthenogenesis", " Lectures on Com- 
narative Anatomy ", " Anatomy of Vertebrates ", etc- 



170 



America 



[1804 




ELIZABETH PALMER PEABODY (American, 1804- 
1894) was the daughter of a physician and of Miss 
Palmer, a noted teacher. Her sisters married Na- 
thaniel Hawthorne and Horace Mann. In 1830 she 
translated De Gerando's "Self-Education". She as- 
sisted A. Bronson Alcott in his school, of which she 
published in 1835 "A Record of a School ". In 1841 she 
published "A Theory of Teaching", followed by 
several text-books. In 1860 she started in Boston a 
private kindergarten, but in 1867 went to Germany to 
study with Frau Froebel, and returned to introduce 
genuine Froebelian methods. She was editor of The 
Kindergarten Messenger (1873-5, 1877, 1881-2). Her 
" Moral Culture of Infancy" (1863) was reissued in 
1869. In 1878 she published "After Kindgarten— 
What?", and in 1888 "Lectures in the Training 
Schools for Kindergarteners ". Her benevolentspirit 
knew no boundaries and no limits. 




NICHOLAS TILLINGHAST (American, 1804-1856), 
graduated from West Point ir 1824, after three years' 
service becamcinstructor at West Point until 1834, 
and resigned from the army in 1836 to establish a 
private school in Boston. In 1840 he became first 
principal of the Normal School at Bridgewater, the 
only one of the first three normal schools of Massa- 
chusetts that survived. His success lay in his per- 
sonal character,in that quiet but unflinching devotion 
to principle, that heroic and real abnegation of self, 
which to those who knew him intimately appeared 
as the ruling* trait of his moral nature. The mere 
knowledge on the part of a pupil that Mr. Til- 
linghast disapproved his course, even where no 
disapprobation had been expressed, was a burden 
which few could endure. But though at first reserved, 
and apparently cold and distant, he was kind-heart- 
ed and generous, sympathetic and kind. 



1894] 



Peabody, Tillinghast, Dillaway, Rantoul 



171 




CHARLES KNAPP DILLAWAY (Ameri. -.an. 1801- 
1889) after graduation from Harvard in 1 8rir> became 
in 1831 headmaster of the Boston Public Latin school. 
In 1830 he resigned his position on account of ill 
health, and for several years taught in private school 
for boys in Boston, and later a school for young 
women in Rox bury. He was also frequently called 
upon to teach our language to foreigners, especially 
to Japanese. He was the author of numerous text- 
books, including eight volumes of Cicero, and one 
each of Plautus, Terence, Quintilian, and Tacitus: 
and edited editions of the Colloquies of Erasmus, 
Roman antiquities and mythology, etc. He wrote 
a history of the Rox bury Latin school, of which he 
was trustee for more than 40 years, aided Pickering in 
preparing his Greek lexicon and Worcester in his 
English dictionary, and was a frequent contributor 
to periodical literature. 




ROBERT BAXTOUL, JR. (American. 1805-1852) 
after graduation from Harvard in 1820 began the 
practice of law in Gloucester, Mass., in 1829. He was 
elected to the legislature in 1834 and to the State 
board of education in 1837, where he was one of the 
warmest supporters of Horace Mann as secretary. 
In 1843 he became collector of the port of Boston, and 
in 1845 U. S. district attorney. In 1851 he succeeded 
Daniel Webster in the U. S. senate, and in the same 
year was elected to the house of representatives. He 
Was always warmly interested in education, and in 
1839 addressed the American Institute of Instruction 
on " The Education of a Free People". His '"Re- 
marks on Education"', reviewing Horace Mann's 1st 
report, and first published in the North American 
/,', vu w, was widely circulated as a pamphlet, and did 
much to sustain Mr. Mann's efforts, and to carry on 
the reform of education in Massachusetts. 



172 



America 



[1805 




HEXRT PHILLIP TAPPAN (American, 1805-1881) 
after graduation from Union in 1825 and some years 
as a clergyman, in 1832 was marie professor of moral 
and intellectual philosophy in New York university. 
In 1838 the entire faculty resigned, and for a time he 
conducted a private senool. For the first ten years 
the university of Michigan had no president, and Mr. 
Tappan, elected in 1852, was the first to hold that 
office. He did much to develop the institution on the 
broad lines laid down by its early founders, but on 
account of lack of harmony with the faculty and the 
regents was removed in 1863, 10. O. Haven being 
elected his successor. Thereafter he lived in Europe, 
finally settling down in Yervay, Switzerland. He 
wrote" three books on the "Freedom of the Will", 
afterward republished in Glasgow, "Elements of 
Logic", "Treatise on University Education", and 
" .V Step from the New World to the Old ". 



t***te 




THOMAS IIENBY BURROWES (American, 1805- 
]H7\) "the father of Pennsylvania common schools ", 
a lawyer, was in 1831 elected to the legislature, and in 
1835 appointed secretary of the commonwealth. He 

became interested in the common school interests of 
the State, and found the law of 1834 inadequate. 
Almost alone he drafted the law of 1836, which con- 
tinued in force till 1849. In 1838ach;ume of admin- 
istration removed him from office, and after seven 
years upon the farm he resumed in 1845 the practice 
of law. He also published newspaper articles on 
education, and in 1852 began the publication of the 
Pennsylvania School Journal, which occupied most 
of his time till 1870. In 1855 he nublished "Pennsyl- 
vania School Architecture". From I860 to 1863~be 
was State superintendent, in 1865 he was made super- 
intendent of soldiers orphans, and in 1869 became 
president of the State agricultural college. 



1900] 



Kx 



NGLAXD 




PBEDEBICK DENISON MAURICE (Relish, 1805- 
1872), tounder of the Working Men's college, and of 
Queens college^ after graduation from Cambridge in 
1827 became a writer on the social, political, ecclesi- 
astical, and scientific questions of the day, and in 1831 
joined^ the established church and became a preacher. 
His books, "The Kingdom of Christ*' (1838), " Lec- 
tures on Education "(1839), and others, laid i he found- 
ation for the Broad church as it was called. In 1854 
he founded and became principal of the Working 
Men's college, with the help of such men as John 
Ruskin and Thomas Hughes. He edited The Educa- 
tional Magazine, new series, 1839 4!. He was pi 
sorof literature in King's college 1840 -53, and i 
became professor of moral philosophyal Cambi 
In 184s he founded Queens college, especially i n tended 
I'm- governesses. He favored Sunday recreation for 
working people. His works are mostly religious, 




GEORGE ANTHONY DEMSON (English, 1805- ) 
after graduation from Oxford was elected fellow of 
Oriel college. He was ordained deacon in 1832, and 
was curate of Cuddeson till 1838, when his brother. 
then Bishop of Salisbury, gave him the living of 
Broad winsor, whence he was transferred in 1845 to 
East Brent, subsequently becoming archdeacon of 
Taunton. In 18o3 he was accused of unsound doc- 
trine and in 1856 was deprived of all his preferments, 
but the sentence was sel aside by the < !ourt of Arches. 
He was examiner in a1 the 'Charterhouse, 

1832-1838, examiner for the Ireland scholarship to 
Oxford, 1837-8, and for the Newcastle scholarship at 
Eton. At Taunton he established a training-school 
for schoolmasters, and a middle school for the sons 
of farmers and tradesmen. II<- was one of the mosl 
pronounced opponents of national educal ion, and es- 
pecially of " The Manchester and Salford scheme ". 



174 



England 



[1806 




AUGUSTUS DE MORGAN (English, 1806-1871) was 
born in India, but was brought to England when an 
infant, and in 1827 took fourth place in the mathe- 
matical tripos at Cambridge. He was professor of 
mathematics in University college, London, 1828-1831. 
and 1836-1866, and recognized as an unrivalled teacher. 
For 30 years he edited the publications of the Royal 
Astronomical society, and his mathematical works 
were numerous, beginning in 1828 with a translation 
of part of Bourdon's algebra, and including his Cal- 
culus (1842), and his " Foundations of Algebra " in the 
7th and 8th volumes of the Cambridge Philosophical 
Transactions. But be was also a famous reformer 
in the field of logic, the importance in mathematics 
of training in which he always insisted upon. His 
"Formal Logic" was published in 1847, and his 
<l Syllabus of a Proposed System " in 1860. . " He was 
the' kindliest as well as the most learned of men." 



1873] 



De Morgan, Mill 



175 




JOHN STUART MILL (English, 1806-1873), the son 
Of James Mill, historian and political and mental 
philosopher, had an extraordinary early education. 
He was taught the Greek alphabet at 3, and at 8 had 
read a great many Greek bcoks in the original, as 
well as much history in English. He then began 
Latin, Euclid, and Algebra, and became tutor to the 
younger children. At 12, he began logic, and at 13 
political economy; and here, when nearly 14 his 
education terminated, and he began to work under 
his father's eye. He had been his father's constant 
companion, and had acquired by example the habit 
of strenuous application to difficult labor. He was 
also taught to regard himself as consecrated to a 
life of labor for public good. In 1823 he became a 
clerk in the India House. He wrote for the maga- 
zines, published his " Logic " in 1843, his " Political 
Economy " in 184b, and his " Philosophy " in 1865. 



ANOTHER PORTRAIT 



176 



America 



[1806 




ENOCH COBB WINES (American, 1806-1879) after 
graduation from Middlebury in 1827, and service in 
the U. S, navy, in 1832 became principal of the Edge- 
bill school near Princeton, N. J. His address in 1837 
before the constitutional convention of Pennsylvania 
was expanded into a volume, f< Hints on a System of 
Popular Education". The legislatures of Pennsyl- 
vania and of New Jersey both' ordered several hun- 
dred copies for distribution through their States. The 
same year he published "How shall I govern my 
School y " In 1838 he was made teacher in the high 
school of Philadelphia. In 1844 he opened a board- 
ing-school near Burlington, N. J. In 1859 he became 
president of the university of St. Louis. In 1862 he 
began his greatest work as'secretary of the New York 
prison association. In 1871 was sent to Europe by the 
government to establish an international prison con- 
gress. Sessions were held in 1872 and in 1877. 




JOSEPH PADDOCK FAIRBANKS (American, 1806- 
1855) was engaged in manufacture of scales with his 
brothers at St. Johnsbury. Vt. From the first h^ was 
interested and active in benevolent work, and especi- 
ally in education. As early as 1832 he began to assist 
young men to enter the ministry; in 1843 he united 
with his brothers in establishing the St. Johnsbury 
academy: and in 1845, being elected to the legislature, 
he made it his especial effort to improve the common 
schools. He secured the passage of a new school law. 
promoted educational associations, established the 
Vermont SchoolJournal, and sought to secure in Ver- 
mont such an awakening as was occurring in Massa- 
chusetts under Horace Mann. In 1851, the political 
control changed, and no State superintendent was 
elected: and though he sought to secure the contin- 
uance of the office by subscription, the plan failed 
and the school law became inoperative. 



1885] 



Winks. Fairbanks, Cornell, Alden 



i t 




EZRA CORNELL (American, 1807-1874)1 founder of 
Cornell universHy, built at 18 and without appren- 
ticeship the two-story house in which his parents 
lived ;it DeRuyter, N.'V.. and worked as a Carpenter 
at Cortland a iid Syracuse. In 1828 he removed to Ith- 
aca, where he became superintendent of a large mill- 
ing business. In 1840 he travelled in the intercut of a 
new plough, and in 1844 saved the telegraph from fail- 
ure by suggesting the erection of poles for the wires. 
lie built lines in Pennsylvania, New York, and Can- 
ada, and then in the west, and was one of the founders 
and for many years the largest stock-holder of the 
Western Union telegraph company. In 1861 and 186:2 
he was elected to the assembly, and was a State sena- 
tor 1864-8. In 1863 he founded the Cornell free library 
at Ithaca, and in 1865 he gave half a, million to endow 
Cornell University; on condition that, it should have 
the agricultural land grant. 




JOSEPH ALDEN (American. 1807-1885), 6th presi- 
dent of Jefferson college, and 4th principal of tin 1 Al- 
bany normal, after graduation from Union in 1829 
taught for two years in Princeton while taking a 
theological course. After a year as pastor be became 
in 1835 professor of rhetoric in Williams. In 1852 lie 
became professor of mental and moral science in La- 
fayette college, in 1857 president of Jefferson college, 
and in 1867 principal of the Albany normal, retiring 
in 1872. His w r orks number some 70 titles, mostly 
Sunday school books, and his text-books have had 
large sales. ••Elements of Intellectual Philosophy'', 
•■ Science of Government*". "'Christian Ethics"*, and 
especially his " Political Economy ", of which An- 
drew I). White said: '' It is clear, well arranged, and 
the best treatise for the purpose I have ever seen.'* 
He was also for a time editor of The New York Ob- 
a well-known religious weekly. 



j 



178 



America 



[1807 




SAMUEL HARVEY TAYLOR (American, 1807-1871), 

?:nown to all graduates of Phillips Academy, Andover, 
as " Uncle Sam," became an assistant ceacher there 
in 1834, and was principal chere from 1837 to his 
death. He had an instinct for the government of 
boys, and his profound convictions, inflexible will, 
and strong sensibilities gave him an influence equal- 
led by that of few American teachers. As a teacher, 
he united accuracy in the details of classical litera- 
ture with an enthusiasm in its general spirit. His 
"Methods of Classical Study" (1861), set a high 
standard for other teachers, but represented well his 
own practice. He was in his element before his 
pupils, and summoned them to exertion with almost 
talismanic force. His aim was not to give knowl- 
edge, but to qualify them for getting it. He gave 
tliem inspiration for work, and was himself the hard- 
est student in school. 



1884] 



SWITZRELAND 



179 




LOl IS JOHN RUDOLPH AG ASSIZ (Swiss, 1807- 
1873) pursued medical studies at Zurich. Heidelber°- 
and Munich, but with special reference to natural 
history, particularly botany. He was soon employed 
to describe specimens brought from Brazil of the 
fresh-water fishes of the Amazon. This led him to 
researches upon | he fossil fish of the Alps, and he es- 
tablished a new system of classification. Jn 1840 he 
became interested in glaciers, upon which he became 
an authority. In 1K46 he came to America, and in 1847 
wasappointed professor at Harvard, where he built 
up the museum of natural history, hi 1865 and in 
1871 he visited Brazil, and came home laden with 
treasures. Through the lUberalityof John Anderson 
who gave him Penikese island and a fund of $50,000' 
he established a summer school of natural history 
there. To the last he rejected the doctrine of evolu- 
tion, believing in independent creations. 




ARNOLD HENKY GUYOT (Swiss. 1807-1884) was 
graduated at Berlin in 1835. and from 1839 to 1848 was 
the colleague of Agassiz at Neufchatel, where he car- 
ried on extensive studies of the Alpine glaciers. He 
accompanied Agassiz to America in 1848. and was for 
a time a lectureron physical geography in the schools 
and institutes of Massachusetts. His'lectures before 
the Lowell Institute were published as " Earth and 
Man ' (1853). From 1854 to his death he was professor 
of geography and geology at Princeton. He had the 
management of the meteorological department of 
the Smithsonian Institute, and often lectured there. 
He published a series of geographies and maps, and 
was one of editors of Johnson's Cyclopaedia. He was 
t he first to discover the laminated' si rud ure of the ice 
in glaciers, and to show (hat its motion is due to 
the displacement of its molecules, which render it 
plastic. 



180 



Switzerland 



[1807 




MARY CARPENTER (English, 1807-1877) in 1829 
opened a school for girls at Bristol. A visit from the 
Rev. Joseph Tuckerman of Boston determined her 
work in life, and in 1835 she founded a working and 
visiting society, to improve the condition of the poor. 
In 1846 she opened a ragged-school. She published 
books on " Ragged Schools " (1849). and on '* Reform- 
atory Schools'' (1851). In 1852 she opened a private 
reformatory school near Bristol, and in her " Juvenile 
Delinquents " (1853) pointed out the evils of existing 
modes of punishment. In 1849 she published the 
" Claims of Ragged Schools*', and in 1861 was called to 
testify before parliament. In 1864 she published 
" Our Convicts ", which at Rome was put on the In- 
dex Expurgatorius. In 1866 she went to India, and 
in 1868-9 was for six months principal of a women's 
normal school in Bombay, In 1873 she visited 
America, and in 1875 once more visited India. 




JOSEPH PAYNE (English, 1808-1876) had limited 
advantages for education and at twenty became i 
private tutor at Camberwell, succeeding so well that 
parents placed other children under his charge and 
the Denmark Hill grammar school grew up. In 1845 he 
started a new school at Leatherhead, which for 18 
years was regarded as one of the best private schools 
in England. On his retirement in 1863 he devoted him- 
self to educational progress, especially with reference 
to the broader education of women and the profes- 
sional preparation of the teacher. He was the first 
incumbent of the pedagogical chair founded by the 
College of Preceptors, and his " Lectures on the 
Science and Art of Education " in book form are still 
regarded as among the best treatises on the subject. 
His " Lectures on the History of Education, with a 
Visit to German Schools " was published after his 
death, and he was the author of several text-books. 



1877] 



Germany 



181 




DANIEL GOTTLIEB MOR. SCHREBER (German, 

1808-1861). noted for his services in behalf of physical 
education, after being educated at Leipzig was from 
1843 to 1859 physician in the Cams orthopaedic hos- 
pital. He exerted <jreat influence in the reform of 
educational methods, especially in the direction of 
physical education. He made the expression "health 
gymnastics " (Heilgymnastik) a familiar word. His 
most famous work is "Aerztliche Zimmergymnastik " 
(24th ed. 1890), of which an American translation un- 
der the title "Gymnastics for Health and Cure " is in 
common use. Other books are " Das Buchder Gesund- 
heit" (1839). " Kallipadie oder Erziehung zur Schon- 
heit" (1858), "Das Buch der Erziehung " (1891). 
* Kinesiatrik oder die gymnastische Heilmethode " 
(1852), "Die schadlichen KOrperhaltungen und Ge- 
wohnheiten der Kinder" (1853). " Die plaumassige 
Scharfung der Sinnesorgane " (1859). 



182 







New York 



[1808 



FRANCIS D WIGHT (American, 1808-1845), was born 
in Massachusetts, but in 1838 removed to New York, 
where lie established in 1840 The District ScJioolJour- 
nal. Under his editorship this journal was until 
his death the focus which attracted and cemented all 
the elements in the State favorable to advance in 
education. His modest deportment and captivating 
manners won friends on every hand. He was promi- 
nent in establishing the normal school, county su- 
pervision, and conventions of teachers. His journal 
was sent by the Legislature to every district in the 
State, and it educated the people at large to the econ- 
omy of a larger expenditure for better schools. He 
threw himself heart and soul into the cause, and his 
enthusiasm was infectious. He was foremost among 
those who made New York recognized as foremost 
in education. His death was a great loss to the 
State. 



1881] 



Dwight, Randall 



L83 




SAMUEL S. RANDALL (American, 1809-1881) after 
study at Hamilton college was admitted to the bar in 
1834. He became clerk in the New York department 
of public instruction under Gov. I)ix,iul841 was made 
deputy superintendent, and in October became act- 
ing superintendent, his chief being made secretary 
of war. He was again appointed deputy in 1849. In 
1851 he was made commissioner to codify the school 
law of the State, and in 1853 was again elected deputy. 
In 1854, his recommendation that the office of the su- 
perintendent be separate from that of secretary of 
state was adopted, and it was supposed that he would 
be the first superintendent but by a political trick 
Victor M. Rice was elected instead. Mr. Randall was 
made deputy, but in June, 1854. was elected first su- 
perintendent of schools in New York city. He re- 
signed in 1870 on account of failing health. He was a u- 
thor of a history of the common schools of New Y'ork. 



■a 



184 



America 



[1809 




FREDERICK AUGUSTUS PORTER BARNARD 

(American, 1809-1889) after graduation in 1818 from 
Yale, where he showed remarkable aptitude for math- 
ematics, became a master in the Hartford Latin 
school, and in 1830 was made tutor at Yale. After a 
year he taught in the deaf and dumb asylums in 
Hartford and in New York, and in 1838 became pro- 
fessor of mathematics in the university of Alabama. 
Here he defended the established curriculum against 
the elective system and against the dormitory system. 
In 1854 he became professor of mathematics in the 
university of Mississippi, and in 1856 was made presi- 
dent, resigning when the war broke out in 1861. After 
work on the coast survey, he was in 1864 elected 
president of Columbia college, where he remained till 
death. The women's department is named Barnard 
ciollege in honor of his efforts for the higher educa- 
tion of women. 



1895] 



Scotland 



185 




JOHN STUART BLACKIK (Scotch, lgf»-1895) after 
educatios at Aberdeen, Edinburgh, and abroad was 
admitted to the bar in 1 884 . hut published thai year a 
metrical translation of Faust, and contributed much 
to the magazines. In 1841 he became professor of 
Latin literature at Aberdeen, and in 1852 of Greek at 
Edinburgh. This last he considered the great lan- 
guage, and he had the best Greek library in Great 
Britain. But he was in other ways the most uotable 
public figure in Scotland. He was prominent in the 
movement for university reform, and was a warm 
advocate of Scotch nationality, securing a Celtic 
chair at Edinburgh He was unconventional in at- 
tire and manner, hut an enormous power, in college 
and out: and though he retired from teachingin 1882. 
he was at 85 still a hoy in feeling and often in ex- 
pression. His writings were voluminous, the best- 
known in America heing his " Self-Culture *\ 



186 



England 



[1809 




CHARLES ROBERT DARWIN (English, 1809- ), 
the naturalist, after graduation in 1831 from Cam- 
bridge sailed as a volunteer naturalist to the coast of 
South America. After his return in 1836 he published 
a "Journal of Eesearches " (1839), " Zoology of the 
Voyage of the Beagle" (1840-42), "Coral Reefs" 
(1842), "Volcanic Islands" (1844), "Geological Ob- 
servations " (1846), and "A Monograph of the Cirri- 
pedia " (1851-53). But his "Origin of Species by 
means of Natural Selection" (1859) made him the 
most famous scientist of the century, leading first to 
violent attacks, but finally to general acceptance of 
his theory. " The Descent of Man" (1871) is a con- 
tinuation of that work. Among his other works are 
"The Variations of Animals and Plants under Do- 
mestication" (1868), "The Expression of the Emotions 
in Men and Animals " (1872), " The Effects of Cross 
and Self Fertilization " (1876), etc. 



1901] 




America 181 



DAVID PEKKINS PACE (American, 1810-1848), was 
born at Eppiug, N. II. ; taught in small schools tor 
four years ; at 21 became tne vice-principal of the 
school at Newburyport, Mass. ; and at 34 was made 
principal of the new State Normal school at Al- 
bany, N. Y. On his way to Albany, he called on 
Horace Mann, whose parting words were : " Succeed, 
or die." He succeeded and died, for after three years 
he laid down the burden he had borne too zealously. 
He labored indefatigably. Against the assaults upon 
the normal school he interposed able, manly, cour- 
teous defences ; those levelled at himself he bore in 
silence ; but no man, however bittei his hostility, 
ever came within the magnetism of Mr. Page's pres- 
ence and influence without being changed from an 
enemy to a friend. II * His influence lives in his " The- 
ory and Practice of Teaching," the most popular of 
all American books on pedagogy. 



188 



America, England 



[1810 




JOHN SEELY HART (American, 1810-1877) after 
graduation from Princeton in 1830 and employment 
there as an instructor became in 1836 proprietor of 
the Edgehill school, and in 1842 principal of the 
central high school of Philadelphia, succeeding A. 
D. Bache, where he remained 17 years. In 1859 he 
became editor of the publications of the American 
Sunday School Union, in 1863 principal of the New 
Jersey State normal school, and in 1872 professor of 
rhetoric and English at Princeton. He was a volu- 
minous writer, his most successful text-book being 
his rhetoric. Iri 1844 he was editor of the Pa. Com- 
mon School Journal, and from 1849 to 1851, of Sar- 
tain's Magazine. His annual reports of the Phila- 
delphia high school have much statistical informa- 
ation, and his ideas on organization and supervision 
are valuable. In 1851 he edited the " Female Prose 
Writers of America", 




SAMUEL CLARK (English, 1810-1875) was obliged 
to give up school for business at Southampton before 
he was 14, but by private reading had acquired large 
knowledge and ready expression. In 1836 he became 
publisher of the Educational Magazine in London, 
where he became acquainted with F. D. Maurice, 
whom he afterward assisted to establish Queens col- 
lege. While still in business he began study at Ox- 
ford in 1839, and was graduated in 1 43. He was made 
chaplain of St. Mark's training college, Chelsea, and 
threw himself heartily into the work, becoming vice- 
principal. From 1851 to 1862 he was principal of the 
Eattersea training college, which he made first of the 
normal schools in the kingdom. At the Exhibition 
of 1852 he was one of the judges in the educational 
department, and he had a prominent part in drawing 
up the revised code. He compiled a Bible atlas. 
and wrote parts of the "Speaker's Commentary ". 



1888] 



America 



189 




ASA GRAY (American, 1810-1888) was born at Paris. 
N. V., and graduated from the Fairfield medical 
school in 1813, but soon gave up practice to devote 
himself to botany. In 1834 he was made botanist to 
the U. S. exploring expedition to the southern seas, 
but on account of delay resigned. From 1842 to 1873 
he was professor of natural history at Harvard, and 
after resignation retained charge of the great herb- 
arium he had given to the university in 1864. In 1874 
he succeeded Agassiz as regent of the Smithsonian 
institution, lie was probably the first botanist, of 
his century. In conjunction with Dr. John Torrey 
he was the first to arrange species upon the natural 
basis of affinity, and he became an influential sup- 
porter of the Darwinian theory. In 1838 he published 
with Dr. Torrey the " Flora of North America ", and 
many other works followed, including a series of 
text-books still regarded the best. 



190 



America. Educational Journalism 



[1811 




HENRY BARNARD (American, 1811-1900) after grad- 
uation from Yale in 1838 studied law, but was State 
superintendent of schools of Connecticut 1838-42, of 
Rhode Island 1843-9, of Connecticut again 1851-5. He 
was Chancellor of the University of Wisconsin 1858- 
60, and in 1866 president of St. John's college, Md. 
From 1867 to 1870 he was United States commissioner 
of education. He is best known, however, as editor 
of the American Journal of Education. It contains 
29 volumes of 800 closely-printed pages each, and 
covers almost every topic, giving translations of 
foreign books not elsewhere to be found. The volumes 
are numbered 1-30, but Vol. 25 was never published. 
Vol. 18 is the American Yearbook for 1869; Vol. 19 a 
special report of the District of Columbia; Vol. 21 a 
report on technical schools; and Vol. 29 the report of 
the commissioner of education for 1877. There are 
also scores of reprints under various titles. 



IN 1858 



1900] 



Henry Barnard 



191 





IN 1870 



IX 1894 



192 



•Argentine Republic 



[1811 







H J- -*■*■ 



DOMINGO FAUSTINO SARMIENTO (Argentinian, 
1811-1888) was born in the first year of the revolution 
that finally gave liberty to the republic, and became 
a noted writer, orator, and legislator. He was minister 
of the Argentine republic to the United States, when 
in 1868 he was elected president of the republic for a 
term of six years. /He had been greatly interested in 
the school system of the United States, and in a let- 
ter to Charles Sumner, published in the Massachu- 
setts Teacher for Aug., 1868, he speaks of the school 
as the basis of the American constitution. Although 
during his presidency the republic was engaged in 
war, and an insurrection broke out, he devoted him- 
self so successfully to building up a system of public 
education that the anniversary of his death is a 
marked day in the school calendar. The Evolution 
Educativa "for Sept. 15, 1899, is largely devoted to the 
story of his life. 



1894] 



America 



193 




JAMES McCOSH (Scotch, 1811-1894), 11th president 
of Princeton, after education at Glasgow and Edin- 
burgh got an honorary A.M. from the Latter on motion 
of Sir Win. Hamilton for an essay on the Stoic phil- 
osophy. He preached from 1835-1851, and wrote 
"Method of Divine Government" (1850), which so 
interested the lord-lieutenant of Ireland that the 
author was made professorof Logic at Queen's college, 
Belfast. He came to America as president of Prince- 
ton in 1868, resigning in 1888 aftera most successful 
administration. He had great influence upon philos- 
ophical thought, his philosophy being, Prof. Baldwin 
says, a development of the Scottish realism, but going 
farther than Reid in asserting the direct cognition of 
realities of all kinds. He very early accepted the doe- 
trine of biological evolution. Among his many works 
are '-Logic" (1869), "The Emotions" (1880). "Psy- 
chology '" (1886). •• Philosophy of Reality " (189-1). 




JOHN WILLIAM DRAPER (English, 1811-1882). 2d 
president of the New York university medical college, 
was educated in of London, but came to America, in 
1833, and became M.D. of the University of Pennsyl- 
vania in 1836. He was professor of chemistry in 
Hampton-Sidney college 1836-39, in New York univer- 
sity 1.839-41, and in the medical department 1841-50. 
He was president 1850-73. In 1839 he took by Daguer- 
re*s process the first photographic portrait ever taken 
from life. In 1840 he took the first photogra ph of the 
moon, and he was associated with S. F. B. Morse in 
developing t he telegraph. He discovered many of the 
fundamental facts of spectrum analysisand published 
t hem 1841-50. The titles of his papers (1832-80) exceed 
100. His •' History of the Conflict between Religion 
and Science" (isrt) has been translated into 9 lan- 
guages. Other books are " Human Physiology" (1856), 
•' Intellectual Development of Europe " (1863), etc. 



194 



America 



[1811 




JOHN VAN SCHAICK LANSING PRUYN (American , 
1811-1878) after graduation from the Albany academy 
was admitted to the bar in 1832. He was appointed 
by Gov. Marcy master in chancery, and afterward 
became injunction master of the third circuit. He 
became counsel for the New York Central, railway. 
He was State senator 1862-3, and representative to 
congress, 1863-5 and 1867-9. He was a regent of the 
Smithsonian Institution. In 1866 he suggested the 
formation of the State board of charities, and was 
president until his death. He was one of the original 
commissioners of the new capitol, and laid its foun- 
dation stone. He became a regent of the University 
of New York in 1844, and from 1862 to his death was 
its chancellor. After the annual Convocations were 
established in 1863, his receptions were among the 
most important features of the meetings, at which 
he made an ideal presiding officer. 




ELIAS LOOMIS (American, 1811-1889) scientist, 
after graduation from Yale in 1830 was a tutor there, 
1833-36. He was the first American to see the return 
of Halley's comet in 1835 and published an account 
of it. In 1836-7 he studied in Paris. In 1837 became 
professor of natural philosophy in Western Reserve 
college, in 1844 of mathematics in New York univer- 
sity, and in 1860 of astronomy in Yale, where he re- 
mained till his death. He was distinguished for 
careful observations in astronomy, meteorology, and 
magnetism, with important results. As an instruc- 
tor he was noted for compelling his students to in- 
vestigate for themselves. Sometimes a student would 
come to him with a supposed mistake in the text- 
book. " Will you -please read it again ? " he would 
say again and again, till finally the student saw his 
own error, when a smile would stretch across Prof. 
Loomis's face like a rising sun. 



1901] 



England 



195 




SIR WILLIAM ROBERT GROVE (Welch. 1811 — ) 
after graduation from Oxford in 1833 studied law, but 
became interested in electricity and was from 1885 to 
1840 professor of natural philosophy in the London 
Institution. In 1839 he communicated to the French 
Academy his invention of the Grove battery, which 
substitutes platinum for copper and nitric for sul- 
phuric acid. In 1841 he published a paper on electro- 
typing-, and in 1842 enunciated the doctrine of the 
correlation of physical forces, showing that arrested 
motion produces heat. His book on the subject was 
published in 1847. and is his principal contribution 
to science. In 1866 he was president of the British 
Association. Having resumed the practice of law, 
he became in 1853 queen's counsel, and in 1871 jus- 
tice of the common pleas. He was knighted in 1871. 
He is one of the few men who have been eminent both 
in science and in a chosen profession. 



196 



America 



[1812 



EDWARD SEGUIN (French, 1812-1880) came from 
ancestors who had been physicians for generations. 
After education in Paris he studied medicine under 
Itard aud Esquirol, and was led to the study of idiocy, 
which he discovered to be not malformation of the 
brain, but arrested development. He established a 
school for them in Paris, and joined a brilliant coterie 
of young men, including Ledru Rollin, Louis Blanc, 
and Victor Hugo, who believed in a republic founded 
on the teachings of St. Simon. He published in 1846 
his treatise on idiocy which was crowned by the 
Academy, and is still its text-book. _ In 1850 he came 
to America and practised as a physician, but did much 
for the feeble-minded, and from 1854 to 1857 assisted 
Dr. Wilbur in the institution at Syracuse, N. Y. He 
published " Idiocy and its treatment by the Physiolo- 
gical Method" and several other books, and estab- 
lished in New York a school for the feeble-minded. 




CHARLES HARTSHORN ANTHONY (1812-1874), 
a famous Albany teacher, after graduation from the 
Troy (N. Y.) academy at 15 began lecturing there 
on geology and botany. In 1831 he established a 
private high school, which in 1831 he became the 
Troy academy. In 1837 this was merged with the 
Rensselaer polytechnic institute as the department 
of classical literature, but the union was not carried 
into effect, and Mr. Anthony continued to be princi- 
pal until 1839, when he was made principal ol the 
Troy public high school In 1840 this school was 
suspended, and he removed to Albany and established 
a private school there. In 1846 he established the 
Albany classical institute, and remained in charge of 
it for 20 years, continuing afterward to visit almost 
daily, and to lecture at least once a week, until .Ian. 
2, 1872. when he was seized by an attack that left the 
rlghl half of his body paralyzed. 



1880] 



Seguin. Anthony, Armstrong, McElligott 



197 




JOHN >V. ARMSTRONG (English, 1S1::-1878). 1st 
principal of Kredonia, accompanied his father to 
Canada in 1824, and in \KVt came to Cazenovia sem- 
inary, N. V. In is:?9 he taughtat Nichols, and after 
private work m Canada, in 1841 at Red Creek. He was ' 
licensed as a, local preacher, hut, was principal of 
the Governeur VVesleyan 1844-.10, when he came back 
to Cazenovia as a, student teacher of science. In 

1854 he became principal of Falley seminary, and in 

1855 of the Susquehanna seminary at liinghamton. 
In 1856 he resumed pastoral work, and in ]X7)7 was 
sent to Amenia seminary in an unsuccessful attempt 
to save it from sale. Alter pastoral work. 1857-65, he 
became headmaster and teacher of science in the 
Oswego normal, and in 1869 was made principal of 
t he Kredonia normal, where he remained till death. 
lie was president of the association of normal prin- 
cipals from its organization in 1869. 




JAMES NAPOLEON McELLIGOTT (American, 1812- 
1866), a prominent New York school man, after educa- 
tion at New York university became instructor in and 
in 1845 principal of the Mechanics society institute. 
In 1849 he opened a private classical school, which he 
conducted with signal success till his death. In 1848 
he was editor of The Teachers Advocate, and in I860 
was president of the State teachers association, lie 
cooperated in the preparation of the Union readers, 
and he was the author of " Manual, Analytical and 
Synthetical, of Orthography and Dell nit ion " (1845). 
"Oldham's Humorous Speaker" (1853), and "The 
American Debater** (1855). At the 1 time of his death 
he was engaged upon a Latin grammar, and was to 
have followed with a Greek grammar, lie was for 16 
years corresponding secretary of the American Sun- 
day School Union, and was active in church and be- 
nevolent work. 



198 



America 




t 



[1813 



JAMES DWIGHT DANA (American, 1813-1895) was 
torn in Utica, K.. Y., and after graduation from Yale 
in 1833 travelled for two years in the Mediterranean 
as instructor of midshipmen in the U. S. navy. In 
1836-38 he was assistant at Yale to Prof. Silliman, 
and in 1838-42 took part in the Wilkes exploring ex- 
pedition, of which his reports on geology, corals, 
and crustaceans were published 1846-54. In 1846 he 
was made professor of geology at Yale. He had al- 
ready published a "System of Mineralogy" (1837), 
and a " Manual of Mineralogy " (1848), and* in 1864 he 
published his " Text-Book of Geology ", so much the 
best book of its kind that a German geologist ad- 
vised his students to learn English in order to use 
this book. Personally he was one of the simplest 
and most lovable of men, as ready to take a walk with 
freshmen and point out geological A-B-C's as to pre- 
side over the Academy of science. 



^K\]\ 



MARCUS WILLSOff (American, 1813—) after grad- 
uation from Union in 1836 taught at Fishkill Landing 
and for four years in the Poughkeepsie collegiate 
school, and was principal of Canandaigua academy 
1849-1853, but he declined the presidency of Vassal*. 
He was also admitted to the bar, but his principal 
work was as an author. His first work was a civil 
government, followed by American histories, a uni- 
versal history, and a setof science readers on which 
he spent four years, and afterward another set of 
readers. For copyright on text-books he was paid 
more than $200,000 by the Harper Brothers alone, with 
large amounts from other publishers. He also wrote 
" The Wonderful Story of Old ", an illustrated Bible 
work. He delivered his first written temperance ad- 
dress at the age of 18. and was prevented from prac- 
tising law by the injury to his voice from speaking 
on a cold winter's night. 



1901] 



England 



199 




WILLIAM BENJAMIN CARPENTER (Ehglish, 1813- 

1885), famous for his work in comparative physiol 
ogy, brother of Mary Carpenter the philanthropist, 
studied medicine at University college and at Edin- 
burgh, and began practice in Bristol. He became u 
contributor to the magazines, and subsequently edi- 
tor of the British and Medical Foreign Iteview. in 
1837 he gained the Edinburgh prize of $150 for tin- 
best essay of the year, and bought a microscope, 
which enabled him to write his " General and Com- 
parative Physiology " (1838). Tn 1844 he became pro- 
fessor of phvsiology in the Royal institution, London, 
and published his " Comparative Physiology " and 
•• Human Physiology ". He was professor of medical 
jurisprudence at University college 1849-59, principal 
Of University hall. 1851-59, and in 1856 became reg- 
istrar of the' University of London in the develop 
ineut of which he was the chief worker. 




SIR ISAAC PITMAN (English, 1813- ), the in- 
ventor of phonography, became at 12 a clerk in a 
counting-house, and at 18 was sent to the normal col- 
lege of the British and Foreign School Society. After 
five months training he became master of a public 
school, and subsequently established a school at 
Barton-on-Humber. Here he began to study short- 
hand, and published his " Stenographic Sound Hand" 
in 1837. In 1842 he began the Phonetic Journal, and 
in 1843 established a Phonographic Institute. Besides 
his text-books he issued a library of some eighty 
volumes printed entirely in short-hand. In 1894 the 
Queen conferred upon him the honor of knighthood. 
Dr. Wm. T. Harris says: "All short-hand writers in 
the world concede the debt of gratitude due to Isaac 
Pitman as the original inventor of the best system of 
short-hand, and the one which forms the basis for a, 
hundred or more modifications." 



200 



England 



[1814 




EMILY ANNE ELIZA SHIRREFF (English, 1814- 
1897), with her sister Mrs. Grey a foremost champion 
of the higher education of women, was the daughter 
of an admiral, and while residing at Gibraltar re- 
flected on how little her education had done for her, 
and resolved that other women should have a better 
chance. In 1850 the two sisters published " Thoughts 
on Self-Culture ", and in 1858 " The Intellectual Edu- 
cation of Women ". In 1871 they formed the National 
Union for the Education of Women, in 1872 the Girls' 
Public Day School Co., and in 1877 the Teachers' 
Training and Registration Society. In 1876 Miss 
Shirreif became president of the Froebel Society, and 
published "Principles of the Kindergarten System ", 
republished in 1880 as "The Kindgergarten ", and 
republished in America. In 1877 appeared her 
"Sketch of Froebel's Life", in 1882, " The Kinder- 
garten at Home ", and in 1892, " Moral Training ". 




JAMES JOSEPH SYLVESTER (English, 1814-1897). 
" great as a maker of mathematicians no less than of 
mathematics ", after education at Cambridge and 
Dublin became in 1837 professor of natural philoso- 
phy at University college, London. In 1841 he be- 
came professor of mathematics in the University of 
Virginia, but returned to England in 1845, and was 
for ten years connected with a firm of insurance 
actuaries, From 1855 to 1870 he was professor of 
mathematics at the Royal military academy. Wool- 
wich. Upon the founding of the Johns Hopkins 
university in 1877 he was made professor of mathe- 
matics, where he remained till in 1883 he became 
professor of geometry at Oxford, remaining till in 
1894 he retired on account of failing health. His 
writings cover some 2.500 quarto pages, and many a 
single memoir among them would have made him 
eminent. In oral expression also he riveted attention. 



1897] 



Amkrica 



201 




MART1X BREWER ANDERSON (American, 1815 
1890) after graduation from Waterville college in 1840 
and a year at Newton, returned to Waterville as tutor 
and professor. In 1850 he became proprietor of the 

New York Recorder, and in 1853 he became president 
of the University of Rochester. In 1870 he was 
elected president of Brown university, and when the 
Fredonia normal was started, was offered $5,000 u 
year to accept the presidency; bu1 he remained at 
Rochester till failing health compelled him in 1889 to 
withdraw. lie was one of the few ideal college- 
presidents— a man of commanding presence and 
strong personality, who made himself felt by every 
student. A man might take a course under him and 
still be small-minded, but not without discovering 
that he was small-minded. His discussion of current 
events was ill itself worth the entire senior year in 
college. 




3IYRTILLA MIXER (American. 1815-1864) was born 
in Urooktield, N. V. In spite of spinal disease she be- 
gan teaching at 15, and after service in Rochester and 
Providence went to Mississippi to instruct a private 
school for planters* daughters. She became inter- 
ested in the education of negroes, and as she could 
not teach them there she went to Washington to found 
a normal school for colored girls. She began in 1851, 
with a capita] of $100, in a hired room with 6 pupils. In 
1853 she bought -<i whole city square for $4,300 (sold in 
1872 for $40,000), Harriet, Beecher Stowe giving her 
$1,000 from proceeds of "Uncle Tom's Cabin'' and 
other friends contributing. From I8o7to !859sbewas 
ill, and transferred the care of tin; school to Emily 
Howland of Sherwood, \. Y.. while she travelled to 
gel money for a building. The school was incorpor- 
ated in 1863, and tin- Miner normal school was trans- 
ferred in 1877 to a building costing $37,000. 



202 



America 



[1816 




ASA DEARBORtf LORD (American, 1816-1874), 1st 
superintendent at Columbus, Ohio, after education 
in the academy at Potsdam, N. Y., taught in district- 
schools, and in 1837 in a private school at Willough- 
by, Ohio. He was principal of the Western Reserve 
tea.chers seminary 1839-47, sending out some 800 
teachers, In 1847 he became the first superintendent 
of schools in Columbus and inaugurated a system of 
graded schools that soon spread over the State. In 
1846 he began publishing The Ohio School Journal. 
which became in 1859 The School Friend. When this 
was discontinued he edited The Public School Advo- 
cate for a year till. The Ohio Journal of Education was 
begun, and of this was resident editor to the close of 
the first volume in 1856. In 1854 he succeeded Lorin 
Andrews as agent of the Ohio State teachers associa- 
tion, In 1856 became head of the Ohio Institution for 
the blind, and in 1868 of that at Batavia, N. Y. 




MARY MORTIMER (English, 1816-1877), 1st princi- 
pal of the Milwaukee female college, came with her 
family to America when four years old, and lived in 
Waterloo, N. Y. At 16 began teaching, and in 1841 
became principal of the female department of the 
Brock port collegiate institute. In 1846 she became a 
teacher in the LeRoy female seminary, and in 1850 
entered upon her life work in the establishment of 
the Milwaukee female college, in which Catharine 
Beecher was deeply interested. Miss Mortimer took 
charge of the normal department. In 1852 she became 
one of the managers of the American women's edu- 
cational association. In 1857 she took a private 
school in Elmira, and in 1859 went to the female sem- 
inary at Baraboo, Wis., resigning in 1863 on account 
of ill-health. In 1866 she became once more the head 
of the Milwaukee female college, resigning in 1874, to 
retire to quiet country life. 



1898] 



Lord, Mortimer, Clarke 



2U« 




NOAH T. CLAKKK (American, 1817 1898), the Nes- 
tor of New York teachers, had only an academic edu- 
cation, bur in 1H41 became assistant in Canandaigua 
academy, and in 1 S."s:? succeeded Marcus Willson as 
principal. This place he held until 1882, serving 41 
years in the same school. In this position he wielded 
remarkable influence for the upbuilding of young 
men. He was so thoroughly a man, so typically a 
gentleman, so sympathetic and helpful and inspiring, 
that many a boy was lifted by contact with him out 
of the commonplace into the ideal, and carried on to 
high worth and usefulness. He was prominent in all 
teachers associations, and always a valued counsel- 
lor and a happy speaker. There was not another 
teacher in tin 1 State the announcement of whose 
death could dim so many eyes, and his memory is 
revered by hundreds who feel that much that is best 
in them came from his influence. 



ANOTHER PORTRAIT 



204 



England 



[1817 




BENJAMIN JOWETT (English, 1817-1893) was born 
at>V>imberwell, London. He was a lonely boy, and 
his early life was a struggle. But he was graduated 
from Oxford, and became regius professor of Greek, 
for a time without salary. In 1870 he was made mas- 
ter of Kaliol college, and in 1882 vice-chancellor of 
the university, rendering eminent service in all these 
offices. He is perhaps the only teacher of his day to 
be compared with Thomas Arnold. He had "a little 
figure with a high forhead and whitening hair and 
the look of a saint ". He was a famous classical 
scholar ; his translations of Plato, Thucydides, and 
Aristotle are beyond comparison the best published. 
For he was also a master of English prose. Walter 
Pater says : "He seemed to have taken the measure 
not merely of all opinions, but of all possible ones, 

**nd to have put the last refinements on literary 

expression." 



1901] 



Scotland 



205 




ALEXANDER BAIN (Scotch, 1818- ), the apostle of 

physical psychology, after graduation from Aber- 
deen university in 1840 taught there till in 1845 he was 
made professor of physics in the Andersonian univer- 
sity, Glasgow. From 1847 to 1850 he was assistant 
secretary of the Metropolitan sanitary commission, 
from 185*7 to 1862, and from 1864 to 1869he was exam- 
iner in logic and moral philosophy in the University 
of London, and in 1860 he became professor of logic 
in the University of Aberdeen. He had done much 
writing when in "The Senses and the Intellect" 
(1855) and "The Emotions and the Will" (1859) he 
mad* 1 public his views of psychology, based upon the 
st udv of mental effects from their physical side. Later 
works are "The Study of Character" (1861), " Mental 
and Moral Science"' (1868), " Logic, Deductive and 
Inductive" (1870), "Mind and Body" (1873). and 
" Education as a Science " (1878). 



206 



Amebic, 



[1818 




HENRY DRISLER (American, 1818-1897) after 
graduation from Columbia in 1839 became classical 
instructor in the grammar school. In 1843 he was 
made tutor and in 1845 adjunct professor in classics. 
In 1857 he became professor of Latin, and in 1867 he 
succeeded Dr. Anthon as professor of Greek. During 
Dr. Barnard's absence in 1878 and after his death in 
1879, Prof. Drisler acted as president until the elec- 
tion of President Low, when he became dean of the 
school of arts. He retired in 1894, and the Drisler 
professorship of classical philology was founded in 
his honor. He collaborated with Prof. Anthon in 
many of his text-books, prepared an enlarged edi- 
tion 'of Yonge's English-Greek dictionary, assisted 
in the compilation of Johnson's encyclopaedia, and 
was an associate editor of the Oxford edition of 
Liddell & Scott's Greek dictionary (1883). He was 
the general editor of the Harper editions of classics. 




MARIA MITCHELL (American, 1818-1889), assisted 
her father, who taught school in Nantucket, Mass., in 
his astronomical studies. Later she studied under 
Charles Peirce, and became his assistant in his school 
at Nantucket. She was appointed librarian of the 
Nantucket athenaeum. She continued her astrono- 
mical studies, and gave special attention to neublae 
and comets. She received in 1847 a gold medal from 
the king of Denmark for the discovery of a comet, a 
memoiron which she published in the Smithsonian 
contributions. She was employed upon the coast 
survey and as one of the computers upon the nautical 
almanac. She visited Europe in 1858, and on her re- 
turn received through Elizabeth Peabody the gift of 
a large telescope. In 1865 she became professor of 
astronomy at Vassar, where she continued a syste- 
matic course of scientific observations, and exerted 
much influence through her marked personality. 



1897] 



Free Schools ix New York 



207 




VICTOR MORE At' RICE (American, 1818*1869), after 
graduation from Alleghany college in 1841 studied 
law in Buffalo with Millard Fillmore, and in 18-18 be- 
came a partner with .John Drow in " The Buffalo high 
school". In 1846 he became editor of The Cataract. 
In 1S48 he began teaching in the public schools of 
Buffalo, and in 1851 was elected superintendent: it 
was largely by his efforts that in 1853 the cent nil 
high school was established. He was State superin- 
tendent, 1854-7 and 186:2-8, and in the interim served 
in the legislature. In his first report he made seven 
recommendations, all of which were subsequently 
adopted: among them that more normal schools be 
created, and the school laws be codified. lie also suc- 
ceeded in 1867 in doing away with the rate-bill sys- 
tem, and making the schools* free. In 1868 he became 
president of the American Popular life insurance 
company, and later of the Metropolitan bank. 



208 



America 




[1819 



EBENEZER DODGE (American, 1819-1890), 4th pres- 
ident of Colgate university, after graduation from 
Brown in 1840 taught two years in Shelburne Falls, 
Mass. . and was gra'd uated from Newton i n 1845. Af te r 
a year as instructor in Hebrew in Kentucky, he was 
pastor for 7 years in New Hampshire, and became 
professor at Colgate in 1853 of biblical criticism, aud 
in 1861 of christian theology. In 1868 he was elected 
president, and so remained till his death. This period 
was one of prosperity for the university, due largely 
to the confidence inspired by his profound scholarship 
and high character, and is recorded in "The first 
Half Century of Colgate University " (1872). He was 
a man of profound thought and broad views, and 
stood in the front rank of Baptist theologians. He 
was a power in debate, and exerted strong personal 
influence. He published " Evidences of Christianity "* 
(1868) and " Lectures on Christian Theology "" (1883), 



FREDERICK DAN HUNTINGTON (American, 1819-V 
after graduation from Amherst in 1839, studied theol- 
ogy at Cambridge, and in 1842 became pastor of the 
South church, Boston. In 1855 he was chosen preach- 
er and professor of Christian morals at Harvard. His 
theological views changed, and in 1860 he was admit- 
ted to the Episcopal ministry. In 1864 he resigned 
his office at Harvard to become rector of Emanuel 
church, Boston, and in .869 he was elected bishop of 
Central New York. He was one of the founders of 
the Church Monthly, and has written several religious" 
books. His greatest service to education is his ad- 
dress on "Unconscious Tuition ", first delivered be- 
fore the American Institute of Instruction in 1855, 
and since then known all over the world. For forty 
years it has been regarded the most stimulating and 
helpful book that can be put into a young teacher's 
hands. 



1901] 



England 



209 




WILLIAM EDWARD FOKSTER ( English, 1819- 
1886) married the eldest daughter of Thomas Arnold 
of- Rugby, and in 1861 entered parliament. In 1868 
he became vice-president of the Council on Educa- 
tion, entered Gladstone's cabinet in 1870. and intro- 
duced the Elementary Education bill. He showed 
by investigation that the voluntary system was in- 
adequate, and his bill created school boards with 
power to levy rates for maintaining schools, and to 
compel attendance. No catechism or formulary of 
any religious denomination was permitted, and the 
W schools were put under government inspection. In 
f 1874 he visited the United States, and in 1875 was 
elected Lord Rector of Aberdeen university. In 1880 
he became chief-secretary for Ireland, but resigned 
in 1882. "His undoubted patriotism, his great abil- 
ities, and his sturdy independence will give him an 
honorable place among British statesmen." 




JOHN RUSKIN (English, 1819-1900) after gradua- 
tion from Oxford in 1842 hesitated between the Church 
and art, but chose the latter, and in 1843 published 
the first volume of " Modern Painters ", which im- 
mediately made him famous as an art critic. He de- 
clared his theory that nature must be followed im- 
plicitly, every alteration coming from powerless in- 
dolence or blind audacity; and he made Turner its 
chief exponent. He spent some years in Italy, but 
in 1858 became professor in the Cambridge school of 
art, in 1867 lecturer at Cambridge. He was professor 
of fine art at Oxford 1869-79 and 1883-85. The Ruskin 
museum at Sheffield contains his art treasures. Be- 
sides his numerous works on art, he did much for the 
social condition of workmen, his best-known lec- 
tures being gathered in " Fors Clavigera" (1871-84). 
In education he insisted on the dominance of moral 
ideas, and the essentialness of first-hand study. 



210 



England 



[1819 




CHARLES KINGSLEY- (English, 1819-1875) after 
graduation from Cambridge became rector at Evers- 
ley in Hampshire, which was thereafter his home, 
and where he died. He was professor of English liter- 
ature in Queens college, and fromnl860 to 1869 he was 
professor of modern history at Cambridge. In 1845 
he was appointed canon at Middleham, in 1863 at 
Chester, and in 1873 at Westminster. From the first 
he was keenly sensible of the wants of the poor, and 
he threw himself into the movement for Christian 
socialism headed by Frederick Maurice. In this 
spirit he wrote " Yeast ''and "Alton Locke". In 
1854 he wrote " Alexandria and her Schools ", in 1869 
"Madam How and Lady Why", in 1872 "Town 
Geology ", in 1874 " Health and Education ". Both 
as a writer and in his personal intercourse with men 
he was a stimulating teacher. As a novelist his chief 
power lay in description. 




, JOHN TYNDALL (English. 1820-1893). investigator 
of raidant heat, was educated in the national public 
schools, and in 1839 joined the Irish ordnance survey. 
In 1841 an official suggested to him better use of his 
leisure hours, and for twelve years he was always at 
his books by five o'clock in the morning. In 1844 he 
became a railway engineer, but gave it up in 1847 to 
teach in Queens wood college. In 1848 he went to the 
University of Marburg to study under Bun sen. being 
graduated in 1850. In 1853 he became professor of 
natural philosophy in the Royal institution, where he 
was the colleague of Faraday. In 1867 he succeeded 
Faraday as superintendent/ In 1849 he visited the 
Alps, and thereafter became an enthusiastic moun- 
tain climber, and made important researches as to 
glaciers. From 1859 to 1871 he studied radiant heat 
and established new theories. He was a famous lec- 
turer, and delivered a course in America. 1873-4. 



1900] 



KlNGSLEY, TYNDALL, SPENCER 



211 




HERBERT SPENCER (English, 1820—) Is the Son 
of a private teacher, Ills grandfather and his uncle 
being also teachers. He did not learn to read till 
he was seven, but was encouraged to keep insects 
through their transformations, and to draw fron? 
objects. He was educated to be a civil engineer 
and In 1838 became an assistant on one of the rail- 
ways. Jn 1848 he began writing " Social Statistics," 
and completed the first volume in 1850, having be- 
come in the mean time sub-editor of The Eeono* 
mist. In 1855 he published "The Principles of Psy- 
chology", and though his health gave way for the 
time, he has continued the work laid out, and pub- 
lished volume after volume of Iris philosophical 
undertaking. His "Education, Intellectual, Moral 
and Physical" is one of the few great books upon 
the subject, and has influenced all subsequent d is 
cussions. 



212 



New York 



[1820 




CHARLES T. FOOLER (American, 1820-1897) for 
many years an institute instructor, after graduation 
from Wesleyan in 1844 became principal of the Mid- 
dletown high school, and afterward taught in Canton 
and Ogdensburg, N. Y. He was admitted to the bar 
iti 1849, but taught for three years in Potsdam, and 
then opened a private academy which he continued 
for four years. . He was superintendent of schools in 
Akron, 6., 1857-60, principal of Deansville academy 
1830-63, and school commissioner 1863-72, after which 
he gave himself entirely to conducting institutes. He 
conducted his first institute in 1850, and had continued 
the work since. He was the first president of the 
State association of school commissioners. He pub- 
lished "A Chart of Civil Government ", and " Hints 
on Teaching Orthoepy". His work was especially 
directed to the practical assistance of country school 
teachers, whose limitations he never forgot. 




EDWARD ^ORTH (American, 1820—), after grad- 
uation from Hamilton in 1843 was for a year a private 
tutor, and then read law, but in 1841 was elected pro- 
fessor of ancient languages at Hamilton, where he 
has been for more than half a century a powerful and 
healthful influence upon every student. As a teacher 
of Greek he has made the language loved for his sake 
as well as for its own. He illustrated one of the 
peculiarities of his teaching in a paper before the 
University convocation in 1863 on " Use of the Black- 
board in teaching Greek ". In 1845 he was one of the 
founders of the State teachers association, and in 
1865 its president. Since 1855 he has been the necrol- 
ogist of the Hamilton alumni, and since 1856 has 
edited Alumniana in the Hamilton Monthly. He was 
also for several years necrologist of the University 
convocation. His memory extends over every Ham- 
ilton graduate of the last 60 years. 



1901] 



America 




HERTEY BACKUS WILBUR (American, 1820-1883). 
1st superintendent of the Syracuse institution tor the 
feeble-minded, after graduation from Amherst in 
1838 and the Berkshire medical institution in 1842. 
studied engineer ing.and practised medicine at Lowell 
and at Barre, Mass. In 1847 he read of Dr. Seguin's 
school for training idiots, and sent for his book, which 
led Dr. Wilbur to establish first a school in his own 
house, and afterward an experimental school at Al- 
bany, which in 1854 became the State institution in 
Syracuse. Dr. Wilbur was made superintendent, and 
Dr. Seguin afterward worked for a time with him. 
In 1871 he published a paper arguing that moral 
causes were often productive of insanity, and that 
moral treatment should be largely used for remedy, 
which led to a long controversy. His report that 
Knglish methods of managing the insane were in 
many ways superior led to many reforms. 




SAMUEL G. LOVE (American. 1821-1893), for 25 
years superintendent at Jamestown, X. Y., after 
graduation from Hamilton in 1846, studied law, but 
became a teacher in Buffalo. He afterward taught at 
Gow r anda, was principal of Chamberlain institute 
1850-53 and 1859-64, and in 1865 became superintendent 
at Jamestown, resigning in 1890 to become librarian. 
He made the Jamestown schools remarkable for be- 
ing in advance of other schools of the times. He in- 
troduced physical culture, vocal music, and manual 
training long before they were usually thought practi- 
cable. He was a naturalist and ga thered a la rue m use- 
iiin. He was a leader in associations, and through his 
training classes sent out young men and women in- 
spired with enthusiasm for teaching. His reports 
were valuable documents, and his printed addresses 
were widely read. He published " Industrial Edu- 
cation. a Guide to Manual Training " (1887). 



214 



England 



[1820 




EDWARD THRING (English, 1881-1889), wno ranks 
second only to Thomas Arnold among the English 
schoolmasters of this century, became head-master 
of Uppingham School in 1853. It was then a school- 
house and schoolroom with 25 pupils, which had 
grown in 1887 so as to employ a staff of 33 masters. 
He was a rigid disciplinarian, and insisted that il 
one hoy did wrong it was "because the rest approved, 
and punished them all. But he had intense feeling 
for the worth of a life,— of every life ; and he spared 
nothing to give to every boy that individual training: 
which would do most to develop the best in him to 
its Ugliest. His pervading humor was also a power. 
His best known work is "Education and School" 
(1867). A volume of his " Addresses " was published 
in 1890, and " Uppingham Lyrics " in 1887. " A Mem- 
ory of Edward Turing," by John Huntley JSkrine was 
published in 1889. 



1895] 



America 




THEODORE WILLIAM DW1UHT (American, 1822- 
1892), 1st warden of the Columbia law school, after 
graduation from Hamilton in 18 jo and the Yale law 
school in 184-2 became in L846 professor of law at Ham- 
ilton, and in 1858 at Columbia, where he was soon 
made warden of the law school, and became recog- 
nized as one of the great teachers of the century. 
He was elected non-resident, professor of consti- 
tutional law at Cornell (1868). and lecturer at Am- 
herst (18(59). He was a member of the New York 
constitutional convention of 1867, vice-president of 
of the New York State commissioners of public 
charities, president of the New York prison associa- 
tion, and a member of the ''committee of seventy'' 
of New York city. In 1874 he was made a judge of 
the commission of appeals. Besides his legal works 
he joined with Dr. Wines in publishing- ' ; Prisons a ud 
Reformatories in the United States "'- 




NORMAN ALLISON CALKINS (American, 1822- 
1895) became a teacher at 18, first at Castile, N. Y., 
and then at Gainesville, where he became principal. 
In 1845-6 he was town superintendent. In 1846 he re- 
moved to New York, and conducted teachers insti- 
tutes. From 1862 to his death he was assistant su- 
perintendent of schools in New York. He was also 
professor of methods and principles of teaching in 
the Saturday sessions of the Normal college, 1870-80. 
He was president of the N. E. A. in 1886, and always 
one of its most trusted counsellors. He was treas 
urer of the American Congregational union 1857-83. 
He publish d The Student for ten years, and was the 
author of several text-books, including "Primary 
Object Lessons " (1861, 1870), tk Phonic Charts " (1869), 
" Manual of Object Teaching" (1881). " From Black- 
board to Books" (1883). He selected and classified 
Prang's natural history series (1873). 



216 



England 



[1822 




ALFRED RUSSEL WALLACE (English, 1822- ) 
devoted himself early to natural history, and ex- 
plored the forests of Brazil 1848-52, and the Malay 
archipelago 1854-62. While making his investigations 
here he reached entirely independent of Mr. Darwin 
the same general conclusions as to natural selection, 
his paper before the Linnaean society and Mr. Dar- 
win's being read coincidently in 1858. His "Contribu- 
tions to Natural Selection" was published in 1870, and 
"Darwinism" in 1889. His belief in spiritualism is 
shown in "On Miracles and Modern Spiritualism" 
(1875). He opposed compulsory vaccination in "Regis- 
tration Statistics " (1885). He devoted several years 
to cataloguing his 100,000 entomological specimens 
and 8,000 birds. Besides his books of travel, he has 
published "The Geographical Distribution of Ani- 
mals "(1876), which founded a new science; "Land 
Nationalisation" (1882); and "Bad Times " (1885). 




MATTHEW ARNOLD (English, 1822-1895) eldest son 
of Dr. Thomas Arnold, after graduation from Oxford 
in 1845 was for a time secretary to Lord Lansdowne, 
and became in 1851 inspector of schools, which office 
he held till death. In 1857 he was elected professor of 
poetry at Oxford, and gave lectures there for ten years. 
In 1865 was made foreign assistant commissioner, and 
he published "A French Eton, or Middle Class Educa- 
tion and the State ", " Popular Education in France", 
and "Schools and Universities on the Continent". As 
a writer he stands high both as critic and poet. It is 
his theory that in culture the remedy for evils of mis- 
government is to acquaint ourselves with the bejst 
that has been said and known in this world. He is 
often called the apostle of "sweetness and light". 
His verse is Greek in form and pantheistic in feeling, 
yet with a vein of Christian reverence in which faith 
and doubt are mingled. 



1901] 



Amebic a 



217 




BEXX PITMAN < Knirlish. 1822-) with two other 
brothers <>t Sir Isaac Pitman, whose " Stenographic 
Sound Hand" was published in 1837, was from 1842 
to 1852 associated with Sir Isaac in travelling through 
England lecturing and giving lessons in phonog- 
raphy. In 1853 he came to America and founded 
l he Phonographic Institute, Cincinnati. His first 
Manual was published in 1855, and by 1860 his first 
series of text-books was completed. Revised editions 
were issued in 1885 and in 1897. He has not followed 
the changes in vocalization made bv Sir Isaac in 1857 
but adheres to the original plan, as "simpler. •Graham 
also adheres to this plan while Munson adopts the 
changes of 1857. In 1893 the Benn Pitman svstem 
was used by more than one-third of all the teachers of 
short-hand in America. He was recorder of military 
commissions for the U. S. government, 1863 to 1867 
and geueral reporter to 1873. 




DAXA POXD COLBURX (American. 1823-1859), the 
mathematical author, after graduation from the 
Bridgewater normal in 1843 taught district schools in 
Massachusetts and in East Greenwich, R. I. His 
teaching of arithmetic attracted the attention of 
Horace Mann, and in 1848 he was made one of the 
board of institute instructors. He was assistant in 
the Bridgewater normal 1848-50, and in 1852 opened a 
private normal school in Providence, R. I. In 1854 
this became a State institution, and Mr. Colburn was 
made its first principal. He taught because he loved 
to teach, and his classes, though always hard work- 
ing, abounded in joy and laughter. Hi's "First Steps 
in Numbers" (1847) was followed by his "Decimal 
System ", " Interest and Discount", "Arithmetic and 
its Applications " (1855), "Common School Arithme- 
tic" (1858), "Child's Book of Arithmetic ", and " In- 
tellectual Arithmetic" (1859). 



218 



England 



[1823 




EDWARD AUGUSTUS FREEMAN (English, 1823. 
1892). the historian, after becoming scholar at Oxford 
in 1841, fellow in 1845, and examiner in 1857, 1863, and 
1873, in 1884 became Regius professor of modern his- 
tory. His historical works are numerous, including 
"History of the Saracens " (1856), ''History of Fed- 
eral Government" (1863), "History of the Norman 
Conquest" (1867-72), " Old English History" (1869), 
"Historical Essays" (1871-73, 1892), "General Sketch 
of European History " (1872), " Growth of the English 
Constitution" (1873), "The Ottoman Power in Eu- 
rope " (1877), " The Historical Geography of Europe " 
(1881), " The Reign of William Rufus " (1882), " Chief 
Periods of European History " (1886), " Methods of 
Historical Study " (1885)," George Washington " (1888), 
"William the Conqueror'' (1888). " The History of 
Sicily " (1891-92): besides works on architecture,* and 
" Lectures to American Audiences " (1883). 




FRIEDRICH MAX-MuLLER (German, 1823-1900), 

son of the distinguished lyric poet, after graduation 
from Leipzig in 1843 made Sanskrit his special pur- 
suit. He went to London, and in 1847 was commis- 
sioned by the East India~company to edit the Rig- 
Veda at their expense. In 1850 he became professor 
at Oxford of modern languages; in 1866 of compara- 
tive philology. His treatises on philological topics 
have done more than those of any other single scholar 
to awaken interest in the science of language, the best 
known being "The Science of Language" (1861-3) 
and " Chips from a German Workshop " (1868-75). In- 
heriting his father's.poetic imagination, he illustrates 
what are ordinarily dry subjects with a felicity that 
makes them attractive. The successful anonymous 
German novel "Deutsche Liebe" is also attributed 
to him. He was a commander of the Legion of Honor 
and member of the Privy Council. 



1901] 



America 



219 




JONATHAN ALLEN (American, 1823-1892) after 
grad nation in 1846 from Oberlin became principal of 
Alfred Academy and secured for it a charter as Al- 
fred University. He was elected the first president, 
but declined in favor of his elder colleague, Win. ('. 
Kenyon, becoming president upon Dr. Kenyon's re- 
tirement in 1867, holding that office till his death, a 
quarter of a century later. His especial pride was 
the Steinheim building, with its fine collection of 
minerals. He was also an influential clergyman, 
the organizer and for many years corresponding sec- 
retary of the Seventh-Day-Baptist Education Society, 
and several times president of the general conference 
of that denomination. In accordance with his wish 
his body was cremated, and the ashes were deposited 
in a Greek vase of white alabaster, one of the treas- 
ures of the Steinheim building. He impressed ;i 
genuine manhood upon two generations of studeuts. 




ANSON JUDD UPSON (American, 18:23-). 12th 
chancellor of the University of the State of New 
York, after graduation from Hamilton in 1843 studied 
law. but in 1845 was elected tutor in Hamilton, and 
in 1849 adjunct professor, and in 1853 professor of 
logic, rhetoric, and elocution. Here he did much to 
maintain the high standard of oratory established by 
Prof. Mandeville. In 1868 he was ordained to the 
ministry, and from 1870 to 1880 was pastor of the 2d 
Presbyterian church. Albany: professor of rhetoric 
in the Auburn theological seminary 1880-87, and since 
then professor emeritus, taking up his residence in 
Glens Falls. In 1874 he was elected a regent of the 
University of the State of New York, and in 1892 be- 
came chancellor. Many of his sermons, addresses, 
and lectures have been published. He has been a 
frequenl contributor to the periodical press, and is, 
always a welcome speaker upon the platform. 



220 



America 



[1823 




EDWARD AUSTIN SHELDON (American, 1823-1897) 
after three years at Hamilton college had planned to 
study theology when he was made teacher of a school 
in Oswego for orphans and children of poor parents. 
In 1851 he became superintendent of schools in Syra- 
cuse, but in 1853 came back to Oswego as clerk of the 
board of education. While visiting Toronto he saw 
in the museum the appliances of the London Home 
and Colonial training school, and in 1859 he intro- 
duced object-lessons into the Owego schools. He 
persuaded some of the teachers to give up half their 
salaries so as to bring over from London one of the 
Home and Colonial teachers, and in spite of opposi- 
tion he suceeeded in making object-teaching a recog- 
nized method. In 1869 the city training school be- 
came a State normal school, and he remained princi- 
pal of it till his death. Here he accomplished a noble 
work for New York and for education everywhere. 




M. A. NEWELL (Irish, 1824-1893), for nearly 25 years 
State superintendent of Maryland, after graduation 
from Trinity college, Dublin in 1845, taught two years 
in the Mechanics institute, Liverpool. In 1848 he 
came to Baltimore to visit relatives, became a private 
tutor, and afterward professor of natural sciences in 
the City college. Afterward he was for a time pro- 
fessor in Madison college, but came back to Balti- 
more and established a " Commercial and collegiate 
institute". The war made this unprofitable and he 
became principal of No. 1, afterward going to Pitts- 
burg to teach with his cousins inthe Newell institute. 
In 1865 he became first principal of the State normal 
at Baltimore, and in 1867 State superintendent. He 
held both offices till 1890. A fterward for many years 
he conducted the Maryland SchoolJoumal, he edited 
a series of readers, did institute work, and in 1876 was 
president of the N. E. A. 



ISO 7] 



Sheldon, Newell, Johonnot, Fren 



en 



221 




JAMES JOHONNOT (American, 1823-1888) was born 
in Vermont and taught there four years. Jn 18-15 he 
became principal of the Jefferson school. Syracuse, 
but had leave of absence to attend the Albany nor- 
mal from which he was graduated in 1848. In lo54 In; 
became the first State agent of tin; state teachers as- 
sociation, at a salary of $ 1.000. This lasted only a 
year, when in connection with Mr. Cruttenden he 
did independent institute work. In 1857 he assisted 
Dr. French in preparing the gazetter of the State, 
and in 1860 became principal of tin; high school at 
Joliet, 111. In 1872 he became principal of the Stale 
normal school at Warrensburg, Mo., and in 1875 of 
the school at Deposit. X. V. In 1876 he removed to 
Ithaca and began to do institute work. He was one 
of the first four regularly appointed State institute 
conductors, continuing as long as his health pre- 
mitted. He was also the author of many text-books. 




JOHN H. FRENCH (American, 1824-1888), the author 
and institute conductor, began teaching at 17, and at 
21 undertook a revision of Adams's arithmetic, event- 
ually going to Keene, N. H., to complete it. He wrote 
three other books in that series. He was then prin- 
cipal at Clyde, N. Y., and at Newton, Conn., and in_ 
1851 prepared a set of arithmetical charts that had 
large sale. He then began publishing local maps, and 
in 1856 undertook a map and gazetteer of the State of 
New York. Dr. French was also employed m the 
revision of Robinson's arithmetics, and he published 
another set of arithmetics in his own name. In 1866 
he became superintendent of schools in Syracuse, re- 
signing to become principal of the Albany model 
school. He was State superintendent of Vermont 
1870-73, superintendent in Burlington 1873-5, and 
principal of the Indiana (Pa.) normal 1878-81. His 
last years were spent in institute instruction. 



229 



America 



[1824 




GEORGE LOOMIS FARNHAM (American, 1824- 
1000), author of the sentence method of teaching 
reading, began in 1845 to teach in the schools of 
Water town, N. Y., and after graduating from the Al- 
bany normal in 1847 taught at Adams, and in 1850 be- 
came principal of a Syracuse grammar school. He 
resigned to take charge of a girls school in Indian- 
apolis, but returned to Syracuse, and in 1855 became 
superintendent of schools. From 1863 to 1869 he was 
engaged in business, but was superintendent of Bing- 
hamton schools 1869-1875, and principal of a ward 
school 1878-80, Avhen he became superintendent at 
Council Bluffs, la. Here he remained till elected prin- 
cipal of the State normal school at Peru, Neb., after 
retirement from which he lived in California. After 
giving the subject much study he introduced in 1871 
the Sentence method of teaching reading, of which 
his manual published is the standard text-book. 




ANDREW JACKSON RICKOFP (American, 1824- 
1899), often called the father of the American graded 
school, after education at the Woodward College, 
Cincinnati, began to teach at 17. He was for 5 years 
superintendent at Portsmouth, O., principal and 5 
years superintendent in Cincinnati, ^nd for 9 years 
conducted a private school, serving for 2 years as 
president of the board of education. From 1867 to 
1882 he was superintendent in Cleveland, and made 
its schools famous, the exhibit at the Centennial Ex- 
position being considered the most representative of 
American education. In 1882 he was made superin- 
tendent at Yonkers,.N. Y., resigning to give his at- 
tention to his text-books. In 1855 he was president of 
the Ohio State association, and in 1859 of the National 
association. His personal qualities made him the 
Bayard of the American teachers of this century— 
our knight without fear and without reproach. 



1900] 



FaunhaMj Rickoff, Curtis 




GKOUUK WILLIAM CURTIS (American; 182-1 1892), 
13th chancellor of the I uiversity of the State of New 
York, was for a time a clerk in a business house, but 
in 1842 went with his brother to Brook Farm. In 
1840 he travelled abroad, and on his return published 
"Nile Notes of the Hawadji "' (1851) and "The How- 
adji in Syria" (1892), He became editor of Put- 
nam's Magazine and financially interested. Its fail- 
ure involved him in debt that was a burden most of 
his life. He became a popular, lecturer and from 1853 
until his death edited "The Easy Chair" in Harper's 
Monthly. He was also editor of Harper's Weekly 
from its establishment in 1357. He was from 1871 at 
the head of the movement for civil service reform. 
He became a recent of the University of the State of 
New York in 1864, and chancellor in 1890. Among 
his books were "Lotus Eating" (1852)." Potiphar 
Papers " (1853), " Prue and I " (1856), *l Trumps" (1862). 



224 



[^England 



[1824 




* JOSHUA G. FITCH (English, 1824-) was mainly 
self-educated, and while in University College, Lon- 
don, was occasional tutor in the normal department 
of the British and Foreign School Society. In 1852 
he was made vice-principal of their normal college 
in the Borough Road, and in 1856 became principal. 
In 1863 he was made inspector of schools, in 1877 be- 
came one of the chief inspectors for the eastern 
counties, and subsequently became inspector of 
training colleges for schoolmistresses. In 1894 he 
was retired on half-pay, having reached the extreme 
limit of age permitted. Outside his official duties 
he was from 1865 to 1869 assistant commissioner on 
Lord Taunton's Schools Inquiry Commission, and 
served on another commission in 1869. In 1888 he 
was sent to visit and report on the United States. 
His " Lectures on Teaching ", " Art of Questioning ", 
and "Art of Securing Attention", are well known. 




THOMAS HUXLEY (English, ^825-1893)^ Studied 
medicine, and entering the navy became assistant- 
surgeon on the Rattlesnake. This vessel was com- 
missioned to exploration near Australia, and Hux- 
ley devoted himself to study of the marine animals 
collected, writing scientific papers upon them. 
These were published, and when he returned to 
England he began arranging Ms accumulation of 
facts and observations. In 1854 lie was made pro- 
fessor in the Royal School of Mines, and subsequent- 
ly became Hunterian professor to the Royal College 
of Surgeons. In 1872 he was elected rector of Aber- 
deen University. He was a member of the London 
school board till 1872, and has written much on edu- 
cational subjects, Vol. III. of his "Collected Es- 
says " being entitled " Science and Education ". He 
was naturally a strong advocate o£ scientific edu- 
cation. 



ANOTHER PORT LI A IT 



1900] 



America 



225 




JAMES PILE WICKERSHAM (American, 1825- 
1891) began teaching at 16, and at 20 became princi- 
pal of the Marietta academy, Pa. In 1854 he was 
elected first superintendent of schools in Lancaster 
county, at $1500, the highest salary paid in the State. 
and in 1855 he opened a normal institute that in 1859 
became the State normal school at Mi Hers vi lie. He 
was principal until 1866, when he became stale super- 
intendent, which office he held for 14 years, during 
which period the State made great advance. He was 
officially editor of the School Journal; he Mas au- 
thor of two pedagogical works of wide sale, ''School 
Economy" and " Methods of Instruction"; and his 
last work was a "History of Education in Pennsyl- 
vania" that will always be the standard authority. 
When the confederate army in 1863 entered Pennsyl- 
vania, he dismissed his school, started for (lie front, 
and served. seven weeks at the head of a regiment 




SAMUEL GARDINER WILLIAMS (American, 1827- 
1900), the educational historian, after graduation from 
Hamilton in 1850 was principal at Groton 1853-56 and 
1858-9, at Seneca Falls 1856-7, at Ithaca 3860-69, and 
of the central high school. Cleveland, Ohio, 1869-79. 
In 1879 he became professor of geology at Cornell, and 
in 1886 the first professor of the art and science of 
teaching there, which position he resigned in 1898. 
While here he wrote his " History of Modern Educa 
t.ion ", which became the standard text-book upon the 
subject. He was president of the New York State 
teachers association in 1867, and chairman of the 
executive committee of the University convocation 
in 1883. He was a frequent speaker, and his genial 
face and pleasant manner made him one of the best- 
known men in educational work. He collected a 
large pedagogical library, being always on the look- 
out for rare volumes. 



226 



America 



[1827 



" »\ ; * 



*jlN 



JOSEPH BALDWIN (American, 1827-1899) aftet 
1 graduation from Bethany College in 1852 and teach- 
ing in Missouri, in 1856 spent some months in the 
Millersville normal, and in 1857 established the nor- 
mal school at Kokomo, Ind. In 1867 he started the 
normal school at Kirksville, Mo., at first a private 
venture, but through his influence made in 1870 the 
first of a State system of normal schools. During 
the 14 years he remained here he gave more than 1000 
addresses, worked in more than 150 institutes, and 
wrote his "School Management " (1881). From 1881 
to 1891 he was president of the State normal at 
Huntsville, Texas, lecturing all over the State, and 
writing his "Elementary Psychology" (1887). In 
1891 he became professor of pedagogy in the univers- 
ity of Texas, and in 1897 emeritus professor. Here 
he wrote " Ps} r chology applied to teaching" (1892), 
and " School management and methods " (1897). 




ABSALOM GRAVES GAINES (American, 1827—) 
3d president of St. Lawrence university, after grad-* 
nation from the University of Virginia in 1850, taught 
in the Clinton liberal institute. In 1857 he was or- 
dained, and was pastor in Maine till 1870, when he re- 
moved to Canton, N. Y. In 1872 he became professor 
of moral philosophy in the St. Lawrence university 
and was president 1873-88. His great mental powers, 
his unusual logical ability, his ripe experience, with 
his clear and forcible style of expression, and his 
noble uprightness of character are impressed upon 
all his students. He is eminently a wise man. Here 
is one of his utterances: " When I hear a young man 
call Socrates a knave and Aristotle a fool, it does not 
particularly change my opinion of Socrates and Aris- 
totle, but it gives me a gauge by which to measure 
the young man." He is still professor of moral phil- 
osophy and political economy. 



1901] 



Baldwin, Gaines, Boyden, Atkinson 



227 




ALBERT (i. BOYDEX (American, 1827-), 3d prin- 
cipal of the Bridgewater normal, after graduation 
from the Bridgewater normal in 1849, was assistant 
teacher there 1850-53, principal of the Salem English 
high school 1853-6, associate principal of the classi- 
cal high school 1856, sub-master of the Chapman 
grammar school, Boston, 1856-7, first assistant in the 
Bridgewater normal 1857-60, and has been principal 
since 1860. He edited the "History and Alumni 
Record of the State Normal School, Bridgewater 
Mass., to July, 1876", which gathered facts about 
more than three-fourths of all who had eyer attended 
the school, and gave some indication of the enormous 
influence wrought by such an institution. The record 
then filled 182 close pages, and when the story of the 
last 2o years is added will make another and a very 
much larger volume of inestimable value in the his- 
tory of education. 




m 




EDWARD ATKINSON (American, 1827—), reformer, 
was educated in private schools, and has distinguished 
himself as a reformer in various fields, especially 
banking, free trade, and cooking. In 1885 as vice- 
president of the American association for the ad- 
vancement of science he gave an address on "Appli- 
cation of Science in the Production and Consumption 
of Food", and has invented an improved cookiug- 
stove called the Aladdin caker. He is president of 
the Boston manufacturers mutual insurance com- 
pany, the members of which for mutual protection 
have adopted rules for the economic management of 
their plants. Among his publications are " Our Na- 
tional Domain " (1879), " Cotton Manufactures of the 
United States" (1880), "Railroads of the United 
States" (1880). He has recently been prominent in 
the anti-expansion movement, one of his pamphlets 
being excluded from the mails. 



228 



America 



[1827 




EMILY ROWLAND (American, 1827—) was the 
daughter of a Quaker abolitionist of Sherwood, N.Y., 
and "became so imbued, with his sentiments that in 
1857 she went to Washington to assist in the colored 
school for girls started by Myrtilla Miner. Here she 
remained two years. From 1863 to 1866 she taught in 
the Contraband camp near Arlington. In 1867 her 
father bought a tract of land near Heathsville at the 
mouth of the Potomac, and she took there a colony 
of Virginia negroes and started a school in a log 
cabin, which has since developed into a day and in- 
dustrial school. This school she has since main- 
tained, paying all the expenses. She also established 
about 1870 a private school of high character at Sher- 
wood, N. Y. She has been prominent in the woman 
suffrage movement, aiding it not only by liberal con- 
tributions but by her gracious presence and her win- 
ning voice on important occasions. 




DAVID HENRY COCHRAN (American, 1828-) after 
graduation from Hamilton in 1850 taught sciences in 
the Clinton Liberal Institute, in 1851 became princi- 
pal of Fredonia Academy, in 1854 became teacher of 
sciences in the Albany Normal, and in 1856 became 
principal. While here he was sent to Europe to 
study the methods of the normal schools there. He 
was in such constant demand as a lecturer at teach- 
ers' institutes that excessive speaking occasioned for 
a time entire loss of voice, from which he never 
fully recovered. In 1864 he was made president of 
the Polytechnic Institute of Brooklyn, resigning in 
1899 after 35 years service. During this time the 
property of the institution was increased from $40,000 
to $340,000. Since 1872 its graduates have received 
college degrees and have been admitted to the post- 
graduate courses of Harvard and Columbia, and in 
1890 it received from the regents full college powers. 



1001] HoWLAND, CoCHRANj BENNETT, HUTCHINSON 



229 




CHARLES WESLEY BENNETT (American, 1828- 
1891) after graduation from Wesleyan in 1852 taught 
two years in Canada and in 1854 became a teacher in 
the Genesee Wesleyan seminary, of which, in 1856, 
he became principal. In 1859 he became associate 
principal in Fort Plain seminary, in 1860 superin- 
tendent of schools in Schenectady, and in 1861 prin- 
cipal of Lowville academy. After two years of 
preaching he was from 1864-66 again principal of the 
Genesee Wesleyan Seminary. From 1866-69 he trav- 
elled and studied in Europe. After preaching two 
years he became in 1871 professor of history and 
logic in Syracuse university, where he remained till 
in 1884 he accepted the chair of history in the Garrett 
Biblical Institute. Among his books are "Christian 
Archaeology", '•National Education in Europe,", 
and •' History of the Philosophy of Pedagogics ". He 
was a lovable man, but a lion in debate. ' 




WILLIAM HUTCHISON (American, 1828-1885), 
principal of Lawrence academy, after graduation 
from Yale in 1854 and afterward from the Andover 
theological seminary, was for a tiiire a missionary in 
Turkey, but became'in 1863 principal of the Lawrence 
academy, Groton, Mass. In 1865 he w^as called to the 
prineipalship of the Norwich free academy, Conn., 
where he remained until his death. He was a re- 
markable preparatory teacher, especially in Greek. 
He was called " Zeus " by his pupils, and in uo disre- 
spect ful spirit. He gave every energy to his calling, 
wrestled with bodily infirmity that every duty be 
faithfully performed, and wrought upon all committed 
to his charge a lasting impression of the dignity of 
Christian manhood. In college he had been upon the 
boat-crew, and he always encouraged athletic sports 
among his students. He also stimulated their powers of 
composition and debate, making them all-round men, 



230 



America 



[1829 




JAMES BURRILL ANGELL (American, 1829—) 
after graduation from Brown in 1849 and study in 
Europe became in 1853 professor of modern languages 
in Brown. In 1860 he became editor of the Providence 
Journal. In 1806 he became president of the Univer- 
sity of Vermont, and in 1871 of the University of 
Michigan. In 1880-2 he w r as for 18 months minister 
to China, under commission to procure a revision of 
the treaties between that nation and this country. 
Subsequently he accepted a similar temporary mis- 
sion to Turkey, in both cases accepting leave of ab- 
sence from Michigan. In 1888 he was appointed one 
of the three commissioners to effect the treaty with 
Great Britain upon the fisheries dispute. In Wind- 
sor's " Narrative and Critical History of America" 
he prepared the article on "The Diplomacy of the 
United States ". During his administration the Uni- 
versity of Michigan has grown greatly. 




JIALCOLJI MacVICAR (Scotch, 1829—), 1st princi- 
pal of the Brockport normal, came to Canada with 
his parents in 1835, and studied in Knox college, To- 
ronto, 1850-52. He was ordained to the ministry in 
1856, and in 1858 was graduated from the university of 
Rochester. He went to the Brockport collegiate in- 
stitute, of which in 1864 he became principal. When 
then the school became a State normal school he was 
its first principal. His health failing, he went west. 
and in 1868 he became superintendent of schools in 
Leavenworth, Ks., but returned in 1889to become the 
first principal of the new school at Potsdam. In 1880 
he became principal of the Ypsilanti normal school, 
and in 1881 professor of interpretation in the Toron- 
to Baptist college. In 1888 he became first chancellor 
of MacMaster university, and in 1890 educational su- 
perintendent of the American Baptist home mission 
society. He has published "Principles of Education'". 



1901] 



Scotland, England 



231 




SIMON SOMERVILLE LAURIK (Scotch. 1829-). 
after education at Edinburgh became in 1856 visitor 
and examiner to the Dick bequest fund, from one of 
the reports on which his "Primary Instruction on 
relation to Education " (1867) is reprinted. In 1872 he 
was secretary to the Endowed schools commission, 
and since 1876 has been professor of the institutes 
and history of education at Edinburgh. He has been 
president of the Teachers guild of Great Britain and 
Ireland. His books include " Life and Educational 
Work of John Amos Comenius" (1881), "Mediaeval 
Education and Rise and Constitution of Uni versit ies " 
(1886). "Langugaee and Linguistic Method in, the 
School" (1890). -'Institutes of Education" (1892). 
11 Teachers Guild Addresses" (1892>. ' Historical Sur- 
vey of pre-Christian Education" (1895), and many text- 
bonks on ethics and other subjects. He has exerted 
wide influence overall English-speaking teachers. 







D'AB'JY W. THOMPSON (English, 1829-) was edu- 
cated at Christ's Hospital. London, and graduated 
from Cambridge. For 12 years he was classical mas- 
ter at the Edinburgh academy, when he became pro- 
fessor of Greek in the Queen's college. Galway 
which chair he still holds. He has been for some 
years fellow of the Royal university of Ireland. His 
11 Day-Dreams of a Schoolmaster "'is a charming and 
poetic treatment of what has proved in the hands of 
most authors an unromantic theme. It is largely 
autobiographical, dealing humorously, often tender- 
ly, with phases of life as pupil and teacher in the big 
English public schools. It has made him friends 
wherever the English language is read, and secured 
for him an invitation to deliver a course of lectures 
before the Lowell Institute, Boston. These lectures 
were published in 1868 under the title of -'Wavside 
Thoughts". 



232 



America 



[1829 




LAURA BRIDGMAN (American, 1829-1889) at two 
years of age lost by fever her senses of sight, hearing, 
and smell. At eight she was sent to the Perkins in- 
stitution for the blind, where Dr. Howe undertook her 
care and education. She learned to read by touch 
first embossed letters, and then embossed words at- 
tached to objects. When it flashed upon her that by 
this means she could communicate her own thoughts 
her being seemed changed. By metal types and a 
board to insert them she learned to spell the names 
of objects, and began to take lessons in geography, 
algebra, and history. She learned to write a legible 
hand, and received and answered letters from all 
parts of the world. She thought deeply on religious 
and other subjects, and reasoned well. Finally she 
became a skilful teacher of the blind and deaf and 
dumb. Her demonstration of the possibilities of in- 
struction is now continue by Helen Keller. 




EMERSON ELBRIDGE WHITE (American, 1829—) 
was bom in Mantua, O., and in 1854 became principal 
of the Cleveland high school. From 1863 to 1866 he 
was State commissioner of education, and secured 
an institute fund and a State board of examiners. 
He was for a long time editor of the Ohio Educa- 
tional Monthly. From 1876 to 1883 he was president 
of Purdue university, and from 1886 to 1889 superin- 
tendent of schools in Cincinnati. Since then he has 
been a private institute conductor and lecturer 
on education, deriving a larger income than any 
other man has ever received from this service. He 
was president of the Ohio State association in 1863, 
of the National superintendents association in 1866. 
of the National educational association 1872, and of 
the National council of education, 1884-6. He has 
been successful as an author of text-books, espec- 
ially of arithmetics, and a " School Management . 



1901] 



Education in Japan 



233 




DAVID MURRAY (American, L830— ) who formed 

the public school system of Japan, alter er-' dilution 
from Union in 1852 became a teacher in tl j Albany 
academy, and in 1857 was made principal. In 1863 he 
became professor of mathematics in Rutgers. In 1878 
he went to Japan as superintendent of educational 
affairs, and spent six years in establishing a system 
of schools. He came back by way of China, India, 
and Egypt in 1871 as agent of the Japanese govern- 
ment to collect information and material. In 1880 he 
was appointed secretary of the Regents of the Uni- 
versity of the State of New York. In 1889 he retired 
and has since lived in New Brunswick, N. J. He lec- 
tured on the history of education in Japan at Johns 
Hopkins. 1897: and has written "The Story of Ja- 
pan ". " History of Education in New Jersey '*, " The 
Anti-Rent Episode ill New York", l * Examinations, 
their Use and Abuse ", etc. 



234 



England 



[1831 




FREDERIC WILLIAM FARRAR (English, 1831—) 
was born in India, but graduated from London Uni- 
versity and Cambridge. He was from 1855 to 1871 a 
master at Harrow, and from 1871 to 1876 head-master 
of Marlborough College, serving in the mean time as 
select preacher at Cambridge and as honorary chap- 
lain to the Queen. He has been prominent in tem- 
perance reform, In 1876 he became canon at West- 
minster Cathedral and in 1883 was made arch-deacon. 
In 1890 he became chaplain to the House of Com- 
mons, and in 1895 dean of Canterbury. As an author, 
besides many religious books, including a life of 
Christ that passed through 12 editions in a single 
year, he wrote " Eric, or little by little, a tale of Kos- 
lyn school" (1858); "Julian Home, a tale of college 
life" (1859); "St. Winifred's, or the world of 
school"(1863);' 1 OnsomedpiVcts in public school edu- 
cation"; and edited " Essays on a liberal education". 




ROBERT HERBERT QUICK (English, 1831-1891) 
after graduation from Cambridge spent a winter in 
Germany, where his attention was called to peda- 
gogic literature, so that his " Educational Reform- 
ers " was projected when lie was still quite a young 
man, though not published till 1868. He was con- 
nected as pupil and teacher with eleven schools, 
most of his teaching being as assistant-manager at 
Cranleigh and Harrow, and as the head of prepara- 
tory schools in Orme Square and at Guilford. He 
was a man of singularly lovable disposition, modest 
almost to shyness, abounding in pungent but sting- 
less jest, and combining unusual intellectual vigor 
with the heart of a child. His "Educational Re- 
formers " is called by Dr. Harris the most valuable 
history of education in English, and lias made the 
great names of pedagogy familiar to thousands of 
teachers. c <• 



1001] 



America 



235 




OTHXIEL CHARLES MARSH (American, 1831-1899), 
the palaeontologist, after graduation from Yale in 
I860 and 1862 studied in Germany 1862-65, and in 1866 
became professor of palaeontology at Yale. He de- 
voted himself to the investigation of extinct verte- 
brate animals in the Rocky mountains, and in 1868 
began organizing animal expeditions for explora- 
tions. More than 1,000 new species of vertebrates 
were discovered, and 400 of them described in pub- 
lished papers. In 1884 he published through the 
United States government the first of a series of re- 
ports with full illustrated descriptions of these dis- 
coveries. In 1878 he was president of the American 
Association for the advancement of science, and in 
1883 became president of the National academy of 
science. In 1882 he became vertebrate palaeontolo- 
gist of the coast survey. He left his valuable private 
collections to Y r ale. 




PATRICK JOHX RYAX (Irish, 1831—). archbishop 

of Philadelphia, after graduation from Carlo w col- 
lege in 1842, came in 1853 to St. Louis, Mo., where he 
finished his studies at Carondolet seminary, and be- 
came professor of literature there. He became priest 
in 1854, vicar-general and bishop of Tricomia, and 
coadjutor archbishop of St. Louis in 1872, and arch- 
bishop of Philadelphia in 1884. He went to Rome in 
1887 to aid in establishing a Catholic university a1 
Washington. In 1883 he was one of the priests 
selected to represent at Rome the interests of the 
Roman Catholics of America. He was president of 
the third plenary council at Baltimore in 1884. and 
pronounced the opening address upon "The Church 
and her Councils ". He has published ' ; What Cath- 
olics do not Believe "•(1877). and "Some of the Causes 
"f Modern Scepticism " (1883), besides many contri- 
butions to periodicals. 



236 



America 



[1831 




JAMES ABRAM GARFIELD (American, 1831-1881) 
after graduation from Williams in 1856 came back to 
what was afterward Hiram college, where he had been 
pupil and teacher 1851-4, as teacher of classics, and 
was principal 1857-61. But he also studied law, and 
in 1859 was elected to the State senate. In 1861 he 
entered the army as colonel, and after being made 
major-general for bravery at Chickamauga resigned 
in 1863 to enter congress, where he remained till 
elected to the senate in 1880. In the same year he was 
elected president, and was assassinated July 2, 1881. 
He was in 1866 chairman of the committee which re- 
ported in favor of establishing a bureau of education; 
his speech in its behalf is published in Barnard's 
Journal, and his portrait is the frontispiece to Vol. 
xvii. Prof. Hinsdale's " President Garfield and Edu- 
cation " (1882) gives 12 of his eduational speeches and 
addresses in congress and elsewhere. 




ANDREW DIXON WHITE (American, 1832—) after 
graduation from Yale in 1853 travelled in Europe, 
where he was for several months attached to the 
legation in Russia, and studied at Berlin 1854-5. He 
was professor of history at the University of Michi- 
gan 1857-63, and State senator of New York 1863-66. 
He introduced the bill incorporating Cornell univer- 
sity, of which he was president 1866-85. In 1871 he was 
one of the commisoners to San Domingo, minister 
to Germany 1879-81 and to Russia 1892-94, and to 
Germany again 1896 to date. Besides " The Warfare 
of Science " (1876, 1895) by which he is best known as 
a writer, he has published " The New Education" 
(1868), "A Report on the Co-education of the Sexes " 
(1871), " Paper Money Inflation in France " (1876, 1882), 
" A History of the Doctrine of Comets " (1887), '« Out- 
line of Lectures on Medireval and Modern History" 
(1861, 1872), ' k A Word from the Northwest"( 1863), etc. 



1901] 



Garfield, White, Pollock 




BIBS. LOUISE POLLOCK (1832—) was born atEv- 
furt, Prussia, youngest daughter of Frederick Wil- 
helm Plessner, a Prussian officer. At 15 slie was 
sent to Paris to complete her study of French, and 
on her way met George N. Pollock, of Boston, Mass., 
whom she married in 1S49. For ten years she de- 
voted herself to her children, who grew to number 
live, but in 1859 was compelled by her husband's 
financial reverses to attempt the support of her 
family, at first by translation and other literary 
work. In 1862 she opened in connection with Mr. 
Allen's English and classical school at West Newton 
the first kindergarten in America. In 1874 she visited 
Berlin to study the kindergarten system there, and 
upon her return removed her school to Washington, 
where it is now known as the National Kindergarten 
and Normal Training Institute, and began her lec- 
tures to mothers She is also a successful author. 



238 



America 



[1832 




THOMAS EGLESTOX (American, 1832-1900), founder 
of the School of Mines, after graduation from Yale in 
1854 and the School of Mines in Paris in 1860, took 
charge of the niineralogical collection in the Smith- 
sonian institute. He conceived the idea of a school 
of mines in New York, and in 1864 founded what is 
now the scientific department of Columbia univer- 
sity. He was professor of mineralogy and metallurgy 
until 1898. when he became professor emeritus. He 
wrote many works on these subjects, some of them 
translated into several different languages, and did 
mineralogical work for the United States, the Japa- 
nese, and the Russian governments. He was one of 
the founders of several scientific societies, and was 
vice-president of the New York Academy of sciences 
1859-81. He left much of his estate to Trinity church 
for its parish schools, to teach children to earn a 
living. 



1901] Scientific Education , 239 



240 America [1834 

CHARLES WILLIAM ELiOT (American, 1834—) 
after graduation from Harvard in 1853 taught there 
for ten years, and was professor of analytical chem- 
istry in the Massachusetts Institute of Technolog}" 
from 1865 to 1869. He was then elected president of 
Harvard, in which position he has led that universi- 
ty, and through its example most of the other col- 
leges of the country, to substitute electives for the 
uniform courses of st rdy that had prevailed. He 
has also been one of tne most agressive reformers of 
secondary, and to some extent of common school 
Instruction, his phrase "shortening and enriching" 
the common school curriculum having become 
familiar as expressing an imperative necessity. He 
is one of the most influential members of the " Com- 
mittee of Ten" of the National Association, which 
has directed the recent trend of educational dis- 
cussion. 




1901] 



Harris 



241 




William rORKKl HARRIS L835 . • si emi- 
nent o! living American educators, alter three j 

in Yale began teaching in St. Louis in 1858, and was 
superintendent, 1868-1880. Upon his retirement the 

citizens gave him a gold medal, and $1,000 for a 
Of travel. His annual reports are highly valued 
as an important part of a pedagogical library, 
and many extracts have been published as separate 
treatises. In 1888 he became Commissioner of Edu- 
cation, in which office he has performed an amoimt 
and variety of valuable work that are unparalielled. 
At the National and other teachers' associations he 
has been a frequent speaker: he was joint editor 
with Andrew J. Eiekoff of Appleton's Readers, and 
is editor of the International Series; and sim 
he has edited The J- - \lative Phil ~ - 

ph\i. He is regarded as the best exponent in this 
country of the philosoohy of Hegel 



242 



America 



[1835 




SIMON tf EWCOMB (Nova Scotian, 1835—) came to 
the United States in boyhood, and taught school in 
Maryland 1854-6. In 1857 he was employed as a com- 
puter upon the "Nautical Almanac", and in 1858 
was graduated from the Lawrence school, Harvard. 
In 1861 he became professor of mathematics in the 
navy, and was assigned to duty at the observatory. 
He was superintendent of the " Nautical Almanac" 
1877-97, and has been since 1894 professor of mathe- 
matics and astronomy at Johns Hopkins. He was 
secretary of the commission created by congress in 
1871 for the observation of the transit of Venus. In 
1874 he received the gold medal of the Royal Astrono- 
mical Society for his tables of Uranus and Neptune, in 
1878 the Huyghens medal of the Dutch Society of Sci- 
ences, and in 1890 the Copley medal of the Royal Soci- 
ety. He has written several mathematical and astron- 
omical text-books and works on economic subjects. 





GEORGE FREDERIC BARKER (American, 1835—), 
after graduation from Sheffield (Yale) in 1858 was 
chemical assistant in the Harvard medical school 
(1858-61), and professor in Wheaton college (1861), 
and the Albany medical college (1863), where he be- 
came M.D. In '1864 he became professor in the Wes- 
tern University of Pennsylvania, in 1865 instructor 
and in 1867 professor of physiological chemistry at 
Yale, and in 1873 professor of physics at the Univer- 
sity of Pennsylvania. In 1878 he was president of 
the American Association for the Advancement of 
Science. Among his books are " The Force of Na- 
ture" (1863), " The- Correlation of Vital and Physical 
Forces" (1869), and a "Text-Book of Elementary 
Chemistry " (1870), which has been widely used. He 
was a commissioner to the Electrical Exposition of 
1881, and a member of the U. S. Electrical Commis- 
sion in 1884. 



1901] 



Newcomb, Barker, Blackman; DeGraff 



243 




ORLANDO BLACKMAN (American, 1835-1899) for 
25 years director of music in Chicago, came of a 
musical family of central New York, and at 15 led 
the church choir. At 16 he began teaching a district 
School; he attended Cazenovia seminary 1855-8, and 
taught the village school 1858-9. In 1859 he opened 
a private school at New Berlin, and in 1860 became 
principal at Morris, at $300 a year. After two years 
lie gave up the place on account of throat trouble, 
and became a music teacher, going in 1862 to the 
music school at Geneseo, where he met Lowell Mason, 
Geo. F. Root, and Carlo Bassini. In 1863 he went to 
Joliet, 111., and through competitive test was ap- 
pointed music teacher in Chicago. He was one of 
the sufferers of the fire of 1871 and went east, but in 
1872 was called back, and remained till his death. In 
1867 he published " Graded Songs for Day Schools ", 
followed by several other series and books. 




ESMUND V. DeGRAFF (American, 1335-1885) after 
education at Canandaigua academy began teaching 
at 18, becoming in 1857 principal at Middleport and 
in 1861 at Newark. He enlisted in the 33d New York 
and when mustered out in 1863 became principal at 
Fairport, and afterward of No. 5. Rochester, In 1867 
he went to Flushing, and in 1868 established a boys 
school in Rochester. He was afterward principal at 
Green Island, and superintendent at Paterson, N. J., 
but gave most of the rest of his life to conducting 
teachers' institutes, in which work he was the most 
successful man in his generation. He was called to 
nearly every county in New York, New Jersey, and 
Pennsylvania, and to Rhode Island, and several 
southern States. Without being scholarly or a pro- 
found thinker he had the oratorical instinct, and al- 
ways sent his teachers back to their work filled with 
enthusiasm. 



244 



America. College Pedagogy 



[1836 




WILLIAM H. PAINE (American, 1836-) was born 
in Farmington, N. Y., and had only the education of 
district school and academy. In 1856 he became 
principal of the school at Victor, in 1858 of the school 
at Three Rivers, Mich. ; in 1864 he was called to Niles, 
and in 1866 to Ypsilanti seminary. In 1869 he became 
superintendent of schools at Adrian, where he re- 
mained 10 years. All these years he had been a tire- 
less student, had mastered Latin, French and Italian, 
and had been especially interested in psychology as 
bearing on pedagogy. From 1864 to 1869 he had edited 
the Michigan Teacher, his plan was adopted for the 
State exhibit at Philadelphia, and he published 
"Chapters on School Supervision", "Outlines of 
Educational Doctrine ", etc. In 1879 he became first 
professor of the science and art of teaching in the 
university of Michigan, and remained till in 1887 he 
was made chancellor of the university of Nashville. 
In 1901 he returned to the University of Michigan. 




BURKE AARON HINSDALE (American, 1837-1900), 
one of the soundest educational thinkers of his gen- 
eration, at 24 became a minister of the Campbell ite 
church, and preached for 8 years at Solon and Cleve- 
land. In 1868 he became professor of history in Hiram 
college, and was president 1870-82. He was superin- 
tendent of schools in Cleveland 1882-86. and from 
1888 to his death he was professor of the art and 
science of teaching in the University of Michigan. 
He was a leading member of the National Educa- 
tional association, and in 1897 president of the Na- 
tional Council of Education. " Schools and Studies ", 
"Studies in Education "," Teaching the Language 
Arts", "The Art of Study" "How to Teach v and 
Study History", "Jesus as a Teacher", "President 
Garfield and Education ", " The Works of James 
Abram Garfield", "The Old Northwest", "The 
American Government" Are among his books. 



1<)01] 



Payne, Hinsdale, Kraus-Boelte, Marble 



245 




MRS. MABIA KRAl'S-BOKLTE (German, 1836—) 
was bom in Mecklenburg, the daughter of a promi- 
nent lawyer and magistrate, she si udied kindergar- 
ten methods with Froebel's widow and Dr. Lange, 
and began teaching in London in 1860, under Prau 
Bertha Rouge. Jn 1868 she established a kindergar- 
ten in Lfibeck. [n 1872 she came to America, and es- 
tablished a model kindergarten. In 1873 she married 
John Kraus, a disciple of the Pestalozzi-Diesterweg- 
Froebel methods, and they established a training 
school for kindergartners in New York city, which 
she continued alter his death in 1896. The school has 
graduated more than 700 kindergartners. and it rep- 
resents with remarkable fidelity the principles of 
Froebel. .Mrs. Kraus- Boelte herself has proved an 
inspiration to nil that is true and womanly. Their 
"Kindergarten Guide" in two volumes is the most 
complete text-book of kiudergartening published. 




ALBERT PRESCOTT MARBLE (American. 1836—), 
associate superintendent in New York city, was 
graduated from Colby in 1861. lie had taught coun- 
try schools in Maine, and he went, to Wayland acad- 
emy, Wis., as teacher of mathematics. He came back- 
to Maine as principal of the East port high school; 
taught in the Edwards Place school, Stoekbridge, 
Mass.: became principal of tin 1 Worcester academy; 
and was superintendent of schools in Worcester 1868- 
94. lie was superintendent of schools in Omaha one 
year, and has been assistant superintendent in New- 
York city since 1896. He has been three times presi- 
dent of i he Massachusetts State teachers associat ion. 
and was president of the X. E. A. in 1889. He was 
for 6 years one of the visitors of Wellesley college, 
He prepared a work on school heating and ventilation 
for the Bureau of education, and his addresses and ar- 
ticles are well-known for their wit and keen sense. 



I 



246 



America. Popular Science 



[1836 




JOEL DORMAN STEELE (American, 1836-1886), 
whose text-books popularizing science had such large 
sale, after graduation from Syracuse university in 
1858 taught in Mexico (N. Y.) academy 1858-61; served 
in the army 1861-2; was principal at Newark 1862-66, 
and of Elmira free academy 1866-72. He declined the 
principalshipof the Fredonia normal. In 1871 he was 
president of the State teachers association. His ad- 
dress before the University convocation (1869) on the 
self-government of pupils described the methods he 
had employed in Elmira, and occasioned much com- 
ment and frequent imitation. His " Fourteen Weeks 
in Chemistry" (1867), was followed by similar works 
in other sciences, and a " Brief History of the United 
States " on the same plan of which 200,000 copies were 
sold in a single year. Altogether he published 27 works 
and revisions. He left $50,000 to found a chair of 
theistic science at Syracuse university. 



1898] 



Germany 



247 




GEORGE EBERS (German, 1837-1898) while a law. 
student at Gottingen became acquainted with the 
Egyptologist Lepsius, and grew to be absorbed in 
the study. In 1859 he went to Berlin, and after much 
travel settled down in 1865 at Jena, where in 1868 he 
was made professor of Egyptology. In 1864 he wrote 
as a relaxation " The Egyptian Princess ", the suc- 
cess of which, though it was translated into 16 lan- 
guages, did not swerve him from his work as a scien- 
tist. In 1869 he visited Egypt and on his return 
became professor in the University of Leipzig, which 
post he held for twenty years. In 1876 he wrote 
"Uarda", again as a relaxation, followed by other 
novels of Egyptian and German life, so popular that 
he is better known by them than by his more serious 
work. In 1893 he was so crippled by sciatica that he 
removed to Munich, where he gave his mornings to 
work on Egypt, and his afternoons to his garden. 



248 



America 



[1837 




FRANCIS WAYLAND PARKER (American, 183?—) 
was born in New. Hampshire, and at the opening of 

the civil war had received some academic education 
and caught district school. He enlisted as a private 
and after three years came out a brevet colonel, with 
a wound in the throat from which he still suffers. 
He became principal of the grammar school at Man- 
chester, N. H. : then of the training school at Dayton, 
O. Then he went to Germany for three years and 
studied educational methods at Berlin. In 1877 he 
became superintendent at Quincy, Mass., where his 
" Quincy methods " became famous. In 1880 he was 
made one of the supervisors of schools of Boston. In 
1883 he became principal of the Cook county normal 
school, resigning in 1899 to become principal of the 
new training school founded by Mrs. Emmons Blaine. 
His principal books are "Talks on Teaching", 
and " Howto Study Geography ". 



11)01] 



Parker, Sanford, Watktns 



249 




HENRY R. SANFORD (American, 1837—). dean of 

the New York institute faculty, after graduation from 
Syracuse in 1861, was principal at Red Creek 1861 -:2, 
Clyde 1862-5, Ovid 1865-7. and Dans vi lie seminary 1867- 
9. In 1869 he became teacher of science in the Pre- 
donia normal, and in 1874 superintendent of schools 
in Middletown. In 1885 lie became one of the New York- 
board of institute instructors, of which he is now tin; 
dean. He has also conducted institutes in many other 
States, including Pa., Va., Del., N. C, and N. J. He 
was for several years secretary of the State teachers 
association, and was president in 1875. He founded 
the Council of Superintendents of the State of New 
York, and has always been one of its officers. He 
is the author of " The Word Method in Number ", a 
series of cards for teaching rapid computation, and 
of ''A Limited Speller". His institute work is dis- 
tinguished for its practical and helpful detail. 




ALBERT BARNES WATKINS (American, 1838-1891), 
first inspector of teachers classes in the State of New 
York, after graduation from Amherst in 1863 taught 
classics for four years at Fairfield seminary. In 1867 
he organized a girls school at Westboro, Mass., but 
came back to Fairfield in 1868 as vice-principal. 
In 1870 he became principal of the Adams collegiate 
instil ute. While still here he was in 1878 elected 
upon the independent ticket school commissioner 
and re-elected in 1881. Ju 1882 he resigned both 
places to become the first inspector of teachers classes 
under the regents of the University of the State of 
N'ew York. Upon the death of Dr. Pratt in 1884 he 
became assistant secretary of the regents. He pre- 
pared the history of training classes in the regents' 
Historical and Statistical Record. In 1882 he was 
president of the State teachers association. Person- 
ally he was highly esteemed in every relation of life. 



) 



250 



America 



[1838 




EDWARD SYLVESTER MORSE (American, 1838-) 
after education in the Lawrence scientific school lived 
in Salem 1866-71, where he aided in founding the Pea- 
body academy of sciences, of which in 1881 he became 
curator, and in establishing The American Naturalist, 
of which he became an editor. He was professor of 
comparative anatomy and zoology in Bowdoin 1871- 
74: professor of zoology in the Imperial university at 
Tokio, Japan, 1877-79. He was president of the Ameri- 
can association for the advancement of science 1885- 
87. Besides text-books, he has published many sci- 
entific works, and "Early Race of Man in Japan"' 
(1879), "Japanese Homes and their Surroundings " 
(1886), "Ancient and Modern Methods of Arrow Re- 
lease" (1885), "On the Older Forms of Terra-cotta 
Roofing Tiles " (1892). He has contributed many im- 
portant papers to scientific journals and the transac- 
tions of societies of natural history. 



1901] 



England 



251 




JOHN MOKLKY (English, 1838—) after graduation 
from Oxford in 1859, though admitted to the bar 
chose literature as his prbfession. From 1867 to 1882 
he edited the Fortnightly Review, and from 1880 to 
1883 the Pall Mall Gazette. His articles in favor of 
home rule in Ireland did much to influence public 
opinion. In 1886 lie was Irish secretary and he sup- 
ported Mr. Gladstone in 1890. He also took an active 
part in " The Struggle for National Education ", his 
book under that title, published in 1873, being mostly 
made up of articles from the Fortnightly. He edited 
the " English Men of Letters " series of biographies, 
and among his books are "Edmund Burke" (1867), 
"Critical Miscellanies" (1871) "Voltaire" (1872), 
"On Compromise " (1874)," Rousseau " (1876), " Did- 
erole and the Encyclopoedists " (1878), and " Richard 
Cobden " 1881. His political opponents say he is 
bettcibfitted to write history than to make it. 






ZM 



Germany. School Hygiene 



[1839 




LUDWIG KOTELMANN (Russian, 1839-) was the 
son of the conrector of the gymnasium at Demmiu, 
studied in Russia and Germany, and took his doctor- 
ate from Jena. After attending a training-school he 
became in 1866 rector of the schools of Riigen, and in 
1868 was called to the Padagogium at Pusbus. Soon 
after he went to Leipzig as docent, and then became 
assistant in the physiological institute of Maiburg. 
In 1876 he began practice at Hamburg as an opthalmo- 
logist, and in 1877 founded the Zeitschrift fur Schul- 
gesundheitspjiege (journal of school hygiene), which 
he edited for ten years, making himself thoroughly 
familiar with the literature and discussion in this 
field. His " School Hygiene ", published in 1895, was 
at once recognized as the most important contribu- 
tion ever made to this subject. An American trans- 
lation appeared in 1899, especially revised by him 
to date, with additional matter and more illustrations. 



1901] 



America 



253 




FRANCES KLIZAIJETH >VILLAHI>(Ani(i ican 183U- 

1898) after graduation from the Northwestern femah 
college in 1859, was preceptress of the Genesee Wes-, 
leyan seminary, president, of Evanston college for 

ladies, and then teacher of rhetoric in Northwestern 
university. In 1874 shewas elected corresponding sec- 
retary of the Woman's Christian temperance union 

and in 1879 was made president. In 1883 she founded 
the World's Christian temperance union, and was 
president from 1887 to her death. In 1888 she became 
president of the American branch of the International 
council of women. She was also one of the first to 
start in 1886 the White cross movement for social 
purity, and she secured enactments in 1:2 States for 
the protection of women. She was in many ways the 
first woman of her time. Her earnestness a nd humor 
gave her remarkable power, while her lovable personal 
character commanded sympathy and cooperation. 




MATILDA COOPER-POUCHER (American. 1839- 
1900) after graduation from the Albany normal in 
1856 became a teacher in Oswego, and upon the organ- 
ization of the normal school was made one of the 
critics, afterward becoming teacher of methods. She 
remained until 1886 at the right hand of Dr. Sheldon. 
She kept all the records of scholarship, attendance, 
and location, her work showing the celerity and ac- 
curacy that were characteristic. Her retentiveness 
of memory was astonishing. She could tell almost 
everything about any present or former student. I n 
1899 she married Isaac Poucher, who upon Dr. Shel- 
don's death succeeded to the principalship of the 
school. She was especially effective in her work as 
preceptress of the boarding school hall, carrying its 
cares with masterly ease, and often turning the cur- 
rent of a student's life at the critical moment by 
sympathetic and wise advice. 



254 



America 



[1839 




AARON GOVE (American. 1839—), for more than a 
quarter of a century superintendent of schools in 
Denver, was educated in the Dwight school. Boston, 
and after graduation from the Illinois State normal 
university, was in the army 1861-4, serving as adju- 
tant of the 33d Illinois infantry, and was brevetted 
major. He afterward taught in Illinois, and was for 
a time editor of the Illinois Schoolmaster. Since 1874 
he has been superintendent of schools in Denver. He 
was president of the N. E. A. in 1888, and has always 
been one" of its most trusted leaders. Among his pa- 
pers have been " Citv school systems" (1884), "Sup- 
ply of teachers" (1894), "Tests of work" (1895), 
" Business side of city schools" (1896), "Education 
in the colonies " (1900), and "The trail of the city 
superintendent" (1900). His remarks in discussion 
have always carried weight on account of their bal- 
ance-wheel tendency, for no fad ever swerves him. 




THOMAS DAVIDSON (Scotch. 1840-1900) after grad- 
uation from Aberdeen in 1860 came in 1866 to Canada, 
and in 1867 became a teacher in the St. Louis high 
school, and edited The Western. Through Longfel- 
low's influence he became in 1875 attached to the ex- 
amination department of Harvard, and had oppor- 
tunity to study archaeology in Greece, where he 
learned the language so as to be able to address 
fluently an audience of modern Greeks. He also 
spoke easily German, Italian, Spanish, and Norse, 
and did his own philosophic thinking in German. 
He was proficient in Hebrew and Arabic, and versed 
in Czech, Russian .and Maygar. But he was also 
schooled in philosophy. Beginning, like his St. 
Louis companions, a Hegelian, he live to denounce 
him, and thought St. Thomas Aquinas had come 
nearest to solving the riddle of life. He published 
" Rosmini " (1884) and " Aristotle ". 



1901] 



Canada 



255 




GEOU'GE WILLIAM ROSS (Canadian. 1841—) was 
educated at the normal school and became a teacher. 
In 1871 he was made county inspector of schools: sub- 
sequently inspector of model schools. He was grad- 
uated in law from Albert university in 1883. and be- 
came minister of education, which place he held with 
great acceptance until made prime minister in 1900. 
He was a member of parliament 1872-83, an honorary 
commissioner at the Colonial and Indian exposition 
of 1885, and has been editor of the Strathroy Age, of 
the Huron Expositor, and of the Ontario ^Teacher. 
He has written "A Report of the Schools of England 
and Germany", "The History of the School System 
of Ontario'', and is well-known as a lecturer. He 
gave an address upon the school system of Ontario 
before the N. E. A. in 1891, at the International con- 
gresses of 1893. and at the N. Y. Commissioners asso- 
ciation of 1897. 



256 



Germany 



[1841 



THIERRY WILLIAM PREYER (English. 1841—), 
after education in England, Germany and France 
become in 1865 privat docent at Bonn, in 1869 pro- 
lessor of physiology at Jena, and in 1888 privat 
docent at Berlin. Besides " Die Seele des Kindes " 
(1881, 1890), and " Die Grenzen des Empfindungsver- 
mogens und des Wollens " (1868), widely known in 
America in translation as " The Soul of the Child ", 
he has published " Ueber Empfindungen" (1867), " Ele- 
mente der reinem Empfindungslehre " (1877), " Tjeber 
die Grenzen der Tonwahrnemung " (1876), " Akusti- 
sche Untersuchungen " (1879), " Die Erklarung des 
Gedankenlesens " (1885), ''Die Bewegungen der See- 
sterne (1887), " Elemente der allgemeinem Physiolo- 
gic" (1883), "Specielle Physiologic des Embryo'*' (1883- 
84), " Ueber den Farben und Temperatursinn " (1881), 
''Die Kataplexie und der thierische Hvpnotismus" 
(1878), and other books on hypnotism (1881, 1890). 



1901] 



America 



257 




GEORGE H. MARTIN (American, 1841—) after grad- 
ual ion from Hie Bridgewater normal in 1862 taught at 
South Dan vers and Quincy, ;mcl for 18 years in the 
Bridgewater normal, the last 12 as vice-principal. 
He was then for 2 years an agent of the Massachus- 
etts board of education, and has been since 1892 su- 
pervisor of the public schools in Boston. He has 
published a ,, ('ivil Government", " Hints on Teach- 
ing Civics", "A Historical Sketch of the English 
Language", and "Evolution of the Massachusetts 
School System ". the last giving rise to a controversy 
with A. S. Draper as to the relative parts played by 
.Massachusetts and New York in the early educa- 
tional history of our country. Subsequently he pub- 
lished a series of papers on the early history of 
schools in Boston. He delivered an address on Patri- 
otism before the N. E. A. in 1895, and has been a fre- 
quent speaker at its meetings. 




JOHN FISKE (American. 1842—) after graduation 
from Harvard in 1863 was lecturer in philosophy there 
1869-71. instructor in history 1870, and assistant librar- 
ian 1872-79/ he was overseer 1879-91. He was professor 
of American history in Washington university, St. 
Louis, 1884. He has since devoted himself to lectur- 
ing both in this country and in Great Britain, and to 
writing, residing in Cambridge. His writings are 
mostly philosophical and historical. Of the foimer, 
the principal are " Outlines of Cosmic Philosophy " 
(1874). " The Unseen World " (1876). '• Darwinism and 
other Essays " (1879, 1885), " Excursions of an Evolu- 
tionist " (1863), " The Destiny of Man viewed in the 
Light of his Origin" (1884), and "The Idea of God 
as Affected by Modern Knowledge" (1885). The lat- 
ter include " American Political Ideas viewed from 
the Standpoint of Universal History •' (1885), " The 
Critical Period of American History*" (1888). etc. 



258 



America 



[1842 




TRUMAN J. BACKUS (American, 1842—), after 
graduation from Rochester in 1864 was professor of 
the English language and literature in Vassar 1867-83. 
and then became president of the Packer collegiate 
institute. He was civil service commissioner in 
Brooklyn for several years, president of the board of 
managers of the civil service system, and of the 
State board for the care of the insane. He has pub- 
lished " Outlines of English Literature ", a revised 
edition of Shaw's "History of English Literature", 
and "Great English Writers". He has been a fre- 
quent speaker at the University convocation and other 
educational and literary meetings, and prominent in 
civic and benevolent work. Under his charge the 
Packer institute has grown greatly in numbers and 
in influence, having now some 50 teachers and 600 
students, and exerting great influence through its 
graduates. 




JOHN GREEN WIGHT (American, 1842—) served in 
the navy for a year during the civil war: after gradu- 
ation from Bowdoin in 1864 taught at Lancaster, N. 
H., and at North Bridgton, Me.; and in 1865 came to 
Cooperstown, N. Y., to teach mathematics in the 
seminary. In 1867 he was called back to North Bridg- 
ton as principal, and in 1870 returned to Cooperstown 
as principal of the union school. Here he remained 
for 20 years, until in 1890 he was made principal of 
the high school at Worcester, Mass. In 1894 he be- 
came principal of the Philadelphia high school for 
girls, with 80 teachers and2,500 pupils; and in 1897 of 
the Wadleigh high school for girls in New York city, 
the largest high school in the United States. In 1899 
he was president of the Schoolmasters association of 
New York, and in 1900 of the association of colleges 
and secondary schools of the Middle States and 
Maryland. He has published "Bible Readings" (1900). 



1901] 



Bacus, Wight, Shepard 



259 




IRWIN SHEPABD (American, 1843— ) was bom Dear 

Syracuse. N. Y . and while attending the Ypsilanti 
normal in 1862 enlisted in the 17th Michigan, and was 
discharged for wounds in 1865: a congressional medal 
of honor for gallantry was awarded him in 1898. Af- 
ter graduation from Olivet in 1871. he was superin- 
tendent in Charles City. la., till 1875: principal of the 
high school, Winona, Minn., 1875-8: superintendent 
1878-9: and president of the State normal school 1879- 
98, when he resigned to become the first permanent 
secretary of the National educational association. 
Of this body he became a member in 1874, and has 
been a member continuously since 1883. He was pres- 
ident of the normal department in 1889, and served as 
general secretary from 1893 till the office of permanent 
secretary was created. His courtesy and his efficiency 
are equally marked, and he has introduced business 
methods into all departments. 



260 



France 



[1843 




GABRIEL COMPAYRE (French, 1843—) after grad- 
uation from the Ecole Normale Superieure of Paris, 
became in 1865 professor at the Lycee of Pau, in 1868 
at the Lycee of Poitiers, and in 1871 at the Lycee of 
Toulouse. In 1889 he became director of the Academy 
of Poitiers, and in 1896 rector of the University of 
Lyons. He has translated into French Bain's Logic, 
Huxley's Hume, and Locke's Thoughts on Education. 
His thesis on the philosophy of Hume was crowned 
in 1873 by the French Academy, which in 1878 gave 
him a prize for his " History of the Doctrines of Edu- 
cation in France since the 16th century." An abridg- 
ment of this, translated into English by Chancellor 
Payne, is widely used in the United States, and has 
been followed by a translation of his *' Lectures on 
Teaching ", and " Psychology applied to Education ". 
He was a member of the Chamber of Deputies from 
1881 to 1885, and secretary in 1883. 



1901] 



America 



261 




ELISHA BENJAMIN ANDREWS (American, 1844—) 
served in the union army and was graduated from 

Brown in 1870. He was for two years principal of the 
Connecticut Literary Institute; and after graduation 
from Newton was ordained in 1874 as a Ha ptisl clergy- 
man. In 1875 he became president of Denison Uni- 
versity, in 1879 professor of homiletics in Newton 
Theological Seminary, in 1882 professor of history and 
political economy at Brown, in 1888 professor of 
political economy at Cornell, and in 1889 president of 
Brown University. In 1896 his advocacy of free silver 
led to dissatisfaction, and he resigned*m 1898, to be- 
come superintendent of schools in Chicago. After a 
breezy service there, marked by continual conflict 
with the board of education for what he deemed the 
rights of a superintendent he resigned in 1900 to be-i 
come chancellor of the University of Nebraska. He 
has written several published works. 







CHARLES RUFUS SKINNER (American, 1844-) af- 
ter education at Mexico academy and Clinton liberal 
institute taught in the former 2 "years, was assistant 
postmaster at Watertown 4 years, New York agent 
for a mowing machine 1867-70, and editor of the Water- 
town Times 1870-74. He was a member of assembly 
1877-81, and of congress 1881-5, where he introduced 
the law reducing the letter postage to 2 cents. He was 
deputy superintendent of public instruction 1886-92. 
supervisor of instititutes 1892-5, and has been State 
superintendent since 1895. He was president of the 
N. E. A. iu 1896. In 1890 he published "Arbor Day 
Manual, An aid in preparing Programmes for Arbor 
Day Exercises ", a volume of 475 pages that has since 
been a standard for this purpose. He also edited 
" The New York Question Book " (1890), and the first 
two " Supplements " (1891-2) giving the questions and 
answers for New York teachers examinations. 



262 



America 



[1846 




ISAAC H. STOUT (American, 1846—), supervisor of 
teachers institutes, after a partial course in civil en- 
gineering be^an in 1862 to teach in district schools; 
was in the army 1864-5: assisted in surveying for the 
Kansas division of the Union Pacific railway in 1866; 
and was principal at Lodi, Farmer (11 years), and 
Dundee academy, N. Y. He was school commissioner 
of Seneca county 1878-84: assisted Dr. John H. French 
in writing " Harper's Advanced Arithmetic" 1886-7. 
In 1887 he became institute conductor, and so con- 
tinued until in 1898 he became supervisor of teachers 
institutes for the State of New York. A s an i nstitute 
instructor he was noted for the application of shrewd 
common sense, and for dealing with topics outside 
the curriculum which yet have bearing upon the wel- 
fare of the school. He has given frequent illustrated 
lectures not only before institutes but before the Al- 
bany historical society. 




SHERMAN WILLIAMS (Americau, 1846—) began 
teaching at 18, and in 1871 was graduated from the 
Albany normal. He taught at Little Neck, and in 
1872 became superintendent of schools in Flushing. 
In 1882 he was called to organize the newly united 
schools of Glens Falls, where he remained till in 1898 
he resigned, and was appointed upon the State board 
of institute instructors. For 13 years he conducted 
a summer school at Glens Falls, which cost him $2,000 
more than he received, but it became famous and drew 
eminent teachers from all over the country. He made 
it a special end at Glens Falls to furnish good read- 
ing to the children, and he has published in " Choice 
Literature" five volumes of the selections that he 
found most useful. He has also presented this sub- 
ject at State teachers associations, and before the N. 
R. A. As an institute instructor he is broad-minded, 
and practically helpful. 



1901] 



Stout, Williams, Straight, Hughes 



26? 




HENRY H. STRAIGHT (American, 1846-1885) after 
graduation from Oberlin became principal of the 
State normal school at Peru, Neb., but owing to his 
interest in natural science resigned at the end of the 
year to become teacher in the school of that subject. 
Here he mapped out a scheme of education based 
upon science and the industries, which in 18(52 he 
proposed in his lecture, "What we want and how 
to get it". He was from the first one of Agassi// s 
summer students at Penikese island, and in 1875 ac- 
companied Prof. Shaler in geological study at the 
south. In 1875-6 he studied at Cornell and Harvard, 
and in 1876 became teacher of sciences in the Oswego 
normal. In 1883 he became a teacher in Col. Parker's 
Oak Park normal, but in 1885 was compelled to seek 
a warmer climate, and died in Pasadena, Cal. His 
'"Aspects of Industrial Education" is a recognized 
authority. 




JAMES LAUGHLIN HUGHES (Canadian. 1846—), 
after graduation from the Toronto normal in 1865 
became headmaster at Frankford. In 1866 was made 
assistant in the model school connected with the 
Toronto normal, and in 1869 principal. Since 1874 
he has been inspector of public schools in Toronto. 
He was for years secretary of the Canadian Sunday 
school association, and in August, 1878, taught the 
first lesson ever given at Chautauqua. He was the 
first president of the New York State kindergarten 
association, and when he was chairman of the ele- 
mentary department of the World's Congress of 1893 
his second wife, Mrs. Ada Marean Hughes, a distin- 
guished New York teacher, was president of the kin- 
dergarten department. Among his books are " Mis- 
takes in Teaching ". -1 How to Secure and Retain At- 
tention ", '" Froebel's Educational Laws for All 
Teachers", and " Dickens as an Educator". 



264 



Germany 



[1847 




WILLIAM REIN (German, 1847—) studied at Jena 
and Heidelberg, and took the degree of D.D at Wei- 
mar. He then entered Ziller's seminar at Leipzig, 
and became principal teacher in the model school. 
After a year in a realschule, he became professor in 
the normal school at Weimar, from which he was 
promoted to be principal of the normal school at 
Eisenach. In 1885 he succeeded Prof. Stoy in the 
chair of pedagogy at Jena, which has come to be re- 
garded as the headquarters of Herbartian teaching. 
He has been a voluminous writer. His " Outlines of 
Pedagogy" is well-known to American readers as 
the most available presentation of Harl »art's princi- 
ples, and many other works not yet translated into 
English have had great influence in Germany. He 
is now engaged upon an encyclopedia of pedagogy. 
He is editor of Patiayocjische Stuclien, and of Zeit- 
scJirift/ur PJUlosojjJue unci Pailagogik. 






1901] 



America. Christian Brothers 



265 




PATRICK FltANCISJIULLANY, UltOTIIKIt AZV- 

K1AS (Irish. 1847-1893), a strong advocate of c<.ii>inir- 
tive criticism, came to America in youth, and in I8tt:2 
was admitted to the Christian Brothers. lie studied 
in London and Paris, 1877-9, and was president of 
Rock Hill college 1879-86. He was then called to Paris. 
and searched the libraries of Milan, Florence and 
Rome. In 1889 he came back to America, and at l)e La 
Salle institute, New York, became teacher of litera- 
ture. He read papers before the University Convoca- 
tion, the New York State teachers association, and the 
International congress of education (1884). and was 
the first Catholic invited to address the Concord School 
of Philosophy. He published " Philosophy of Litera- 
ture " (1874), " Development of Old Ln^iisli Thought " 
(1S79). "Aristotle and the Christian Church "(1889). 
•• Books and Reading" (1890). " Mary Queen of May " 
(1891), and •' imimx's of Thoutfhl mid Criticism " (1892). 



> 



266 



New York. Uniform Examinations 



[1848 




AN DUE W S. DRAPER (American, 1848—) after 
graduating from Albany Academy taught for a time 
there and elsewhere, but soon became a lawyer and 
politician, and was appointed by President Arthur 
one of the judges of the court on the Alabama claims. 
In 1886, he was elected State Superintendent of Pub- 
lic Instruction, and in the higher phases of educa- 
tional work he found a sphere surprisingly congenial. 
He was unprecedently successful, uniting the various 
interests of New York in work for common uplifting, 
so that the adoption of uniform examinations was 
only one of the several reforms consummated. In 
1892 his party went out of power and he retired, but 
Was soon elected superintendent of schools in Cleve- 
land, under a new law that gave him authority never 
before granted. In 1894 he resigned to become presi- 
dent of the University of Illinois. He has become 
widely known as an educational speaker and writer. 



A NOT H ER PORTR A I T 



1901] 



Draper, Low, Dewey 



267 




SETH LOW (American, 1850—), 12th president of 

Columbia, after graduation from Columbia in 1870 

me a part ner in his father's tea-importing house. 

He was mayor of Brooklyn 1881-.Y his grandfather 

having been its first mayor: and he was candid;) te 
for mayor of New York in 1897. In 1889 was elected 
president of Columbia, of which he had been trus- 
tee since 1881. He gave a million for the library 
building, in honor of his father, '*a merchant who 
taught his son to value the things for which Colum- 
bia college stands": in consideration of which the 
trustees gave 1:2 scholarships for the boys and 12 for 
the girls of Brooklyn, and 8 university scholarships. 
This lias been supplemented by frequent later gifts. 
He-is also president of the archaeological institution 
of America, and vice-president of the New York 
Academy of Sciences, and has conducted a Sunday 
bible class of men in St. George memorial church. 




1IELVIL DEWEY (American, 1851—), librarian of 

tin- Svatf of New York, after graduation from Am- 
herst in 1874 was acting librarian there till 1876. when 
he went to Boston and founded the American library 
association, the Spelling reform association, and the 
.Metric bureau. He was librarian of Columbia 18S3-8: 
State librarian and secretary of the regents of the 
University of the State of New York 1888-99: and has 
since been State librarian. He is at the head of a 
library school held in the State library, and the au- 
thorof the system of decimal classification generally 
adopted by librarians. His work in behalf of libraries 
was honored by the grand prix, a special highest 
award, by the Paris exposition of 1900, and he has 
held every position of honor the librarians of Amer- 
ica could bestow. His services of secondary educa- 
tion were also recognized by most complimentary 
resolutions upon his resignation as secretary in 1899. 



J 



268 



America 



[1851 




W "LANCHTHON WOOLSEYSTRYKER (1851—). 9th 

president of Hamilton college, after graduation from 
Hamilton in 1872 and from Auburn in 1876, was for a 
year assistant secretary of the Y. M. C. A. in New York 
city, where he developed unusual skill, tact, and 
sympathy in dealing with young men; was pastor in 
Auburn 1876-8, in Ithaca 1878-83, in Hoi yoke, Mass., 
1883-5, and in Chicago 1885-92, where he succeeded 
Dr. Herrick Johnson. As a preacher he was earnest, 
untrammelled by notes, and fertile in new views of 
familiar truth. In 1892 he became president of Ham- 
ilton. Besides published sermons, speeches, and ad- 
dresses, he has written poems and hymns, and has 
compiled several hymn-books: " The Allelulia" (1880). 
"Church Praise Book " (1881), " Christian Chorals " 
(1884). "Church Song" (1889), "Choral Song" (1891). 
In 1888 he published " The Song of Miriam and other 
Hymns and Verses'". 






WILLIAM HARRISON MACE (American, 1852—) 
after graduation from the Indiana State normal in 
1876 and the University of Michigan in 1883, was 
principal of public schools in Indiana and Iowa, and 
from 1885 to 1890 was professor of history in Depauw 
university normal school. In 1891 he became profes- 
sor of history in Syracuse university, where he still 
remains. In 1896-7 he studied in Germany, and was 
graduated from Jena. In 1895 he was appointed by 
the regents of the University of the State of New York 
examiner in history for higher degrees, and he has 
conducted extensive courses in Chicago, New York, 
Philadelphia, and other large cities, and summer 
courses in Chautauqua, the University of North Car- 
olina, and other places. He has published " A Work- 
ing Manual of American History ", " Methods in His- 
tory "', "Organization of Historical Material", and 
other works. 



1901] 



Strykeb, Mace, Maxwell, Balliet 



269 







WILLIAM HENRY MAXWELL (Irish, 1852—), after 
graduation in 1872 with high honors from Queens 
college, Gal way, became submaster in the Royal 
academical institution, Belfast, and took post-grad- 
uate work in Queens college. In 1874 he came to 
America, and not finding-educational work became a. 
reporter on the Xeir York Tribune and Herald* and 
was for live years managing editor of the Brooklyn 
Times. He had also been teacher and lecturer lot- 
two years in the evening high schools, when in 1882 
he was elected assistant superintendent and in 1887 
superintendent of schools. This place he held till in 
1898 he was elected the first superintendent of schools 
of the Greater New York. He has been president ol* 
the Xew York Council of superintendents, and of the 
Department of superintendence of the X. R. A. He 
was chairman of the Committee of 15 appointed by 
Mm' N. R. A. in 1893 to report on school systems. 




THOMAS M. BALLIET (American. 1852—) was edu- 
cated at Franklin and Marshall college and at Yale. 
Alter graduation from college he pursued university 
studies for two years. He was principal of a high 
school for one year, and later teacher of the classics 
for two years in a normal school in Pennsylvania. \\\ 
1884-5 he devoted all his time to lecturing" on educa- 
tional subjects in the west. In 1885 he was elected 
superintendent of schools at Reading, Pa., and served 
two years. In 1887 he was elected professor of psy- 
chology, logic, and ethics in Haverford college, but 
delined the appointment to accept his present posi- 
tion as superintendent of schools at Springfield, 
Mass. In 1900 he spent a year in Europe studying 
schools and school systems, and during his absence, 
Mr. G. I. Aldrich. now at Brookline. Mass.. served as 
acting superintendent. He has read severa2 papers 
before the N. E. A. 



270 America [1854 




JACOB GOULD SCHURMAN (Canadian, 1854—) was 
born in Prince Edward Island, but studied in Europe 
1875-80, residing at the universities of Edinburgh 
and London, and receiving upon his graduation from 
the later in 1877 the University scholarship in phil- 
osophy. In 1878 he took the Hibbert travelling fel- 
lowship and spent two years in Germany. He was 
professor of logic in Acadia college 1880-82, of phil- 
osophy in Dalhousie college 1882-86 and in Cornell 
1886-92, when he became president. In 1892 he became 
editor of The Philosophical Review, and in 1893 he 
aided in starting The School Bevieiv. He has pub- 
lished " Kantian Ethics and the Ethics of Evolution " 
(1881), "The Ethical Import of Darwinism" (1888), 
" Belief in God " (1890), " Agnosticism and Religion ", 
etc. In 1899 he was made one of the commissioners 
to the Philippine islands. His presidency of Cornell 
has been aggressive, and has led to rapid growth. 



1901] 



Schurman, Gilbert, Downing 



271 




CHARLES B. GILBERT (American, 1855-) after 
graduation from Williams in 1876 taught in a board- 
ing school at Norwalk, Conn., 1876-8, and then went 
to^Minnesota and became principal successively ol 
the high schools at Mankatoand Winona, Minn., and 
at Beaver Dam and Oshkosh, Wis. In 1883 he became 
principal of the high school and in 1889 superintend 
ent of schools at St. Panl. In 1896 he became super- 
intendent of schools at Newark, N. .!., and in 1901 at 
Rochester, N. Y. He was for three years lecturer on 
school administration at the Teachers college, Colum- 
bia university, and was president of the department ol 
superintendence of the N. R. A., 1895-6. He is joint 
author with Miss Arnold of "Stepping Stones to 
Literature ". lie has read papers before the X. E. A. 
on " Ethics of school management" (1888), •'Gram- 
mar school studies" (1894), " Correlation of studies 
(1896), " Child-stud v " (1896). 




AUGUSTUS SEISS DOWSING (American, 1856—) 
after graduation from Pennsylvania college in 1874 
taught for three years in district schools, and in 1877 
became assistant principal at Palmyra. N. Y. In 1882 
he became principal at Fairport and in 1885 at Pal- 
myra. In 1887 he became teacher of mathematics in 
the high school at Newark. N. J., resigning in 1890 to 
become one of the institute instructors of the State 
of New York. In 1895 he became State supervisor of 
institutes and training classes. In 1898 he was made 
principal of the new Training school for teachers 
organized in New York city. In 1900 he was presi- 
dent of the department of superintendence of the 
National educal ional association. He has been direc- 
tor of the X. E. A. for several years, and is a member 
of the National council of education. He was one 
of the speakers at the meeting in 1900 of the Southern 
educational association. 



, 



272 



America 



[185 




ALBERT LEONARD (American, 18,57—), 1st presi- 
dent of the normal school system of Michigan, after 
graduation from Ohio university in 1888 taught in 
Logan and New Holland, and in Ohio university. In 
1889 became principal of the high school at Dunkirk, 
X. Y., and in 1893 of that at Binghamton, N. Y. In 
1897 he became professor of pedagogy and dean of 
the liberal arts college of Syracuse university, resign- 
ing in 1900 to become first president of the normal 
school system of Michigan. In 1887 he established 
the Journal of Pedagogy, and. has since conducted 
it. He has been chairman of the Latin and Greek 
division of the Round Table of the N. E. A. His 
courteous manner and his warm personal interest in 
his students made him remarkably successful in the 
difficult position he held in Syracuse university. He 
has entered upon his work in Michigan under most 
favorable auspices 




WILLIAM DE WITT HYDE (American, 1858-), 7th 
president of Bowdoin, after graduation from Phi 1- 
lips-Exeter in 1875, from Harvard in 1879, and from 
Andover in 1882, and a year of advanced study, was 
for two years a clergyman at Paterson, N. J., and in 
1885 was elected president of Bowdoin college. He 
has distinguished himself not only in the administra- 
tion of college affairs, but in his frequent appear- 
ances before the public as a, speaker and writer on 
educational topics. He has read papers before the 
N. 10, A. in 1889 on " Promotion in the schools", and 
in 1892 on "Organization of American education", 
the latter accompanied by a diagram showing by 
concentric circles how education may be correlated 
from the nursery to the university, and insisting that 
college and university work should be sharply dif- 
ferentiated. He has published "Practical Ethics", 
" Practical Idealism", and " Social Theology ". 



1901] 



Leonard, Hyde, Butler 



273 




NICHOLAS MURRAY BUTLER (American, 1863— ) 

after graduation from Columbia in 1882 became uni- 
versity fellow in philosophy, studied in Berlin and 
Paris 1884-5, and became in 1885 assistant in philoso- 
phy in Columbia, in 1886 tutor, in 1889 adjunct pro- 
lessor, and in 1890 dean and professor of philosophy 
and education. In 1885 he founded the Teachers (, ol- 
lege, and was president till 1891. He was a member 
of the New Jersey State board of education 1887-95, 
president of the Paterson board of education 1892-3, 
and of the N. E. A. in 1895. In 1892 he founded and has 
since edited the Educational Remeir, and he is editor 
of the Great Educators series of the Teachers Pro- 
*ional Library, and of the Columbia Contributions 
to Philosophy and Education. He has also been 
prominent in movements for civil and political re- 
"prm. Only a, mind marvellously keen, alert, and un- 
rring could perform such work so well. 






t 



INDEX 



PAGE 

a-b-c shooters. , 42 

Abbott, Jacob 168 

Adams, John Quincy 107, 105 

Adriaan von Roomen 49 

Adrian of Metz 49 

adult education 116, 120, 128, 173 

yEschines 24 

uEsop 18 

Agassiz. Louis John Rudolph... 179, 189, 263 

Agricola, Johann 41 

agriculture 89, 113 

ahuras 17 

Airy, Sir George Biddell 80 

Albertus Magnus 33 

Alcott, A. B 157, 170 

Wm. A 157, 118 

Alcuin 32 

Alden, Joseph 177 

Aldrich, G. 1 269 

Alembert. Jean le Bond d* 81, 70, 97 

Alexander 25 

Alexandria 27, 210 

algebra 18, 33, 43, 51, 71, 73. 76, 115, 174 

Allen, Jonathan 219 

Nathaniel T 133, 237 

alloys of steel 135 

Allston, Washington 136 

American association for the advance- 
ment of ed'n 160 

of science 235, 242, 250 

board of commissioners of foreign 

missions 166 

ed'n society 114. 133, 144 

institute of instruction 

141, 146, 152, 162, 171.208 

Journal of Ed'n (Barnard) 

..' 190. 113. 124. 141.236 

(Russell) 156 

missionary association 153 



(2 



PAGE 

American Naturalist 250 

philosophical society 75 

Quarterly Register 133, 144 

Sunday school union 197 

amusements 83 

An Experiment in Education 100 

analytical mechanics 155 

method 86 

Andrews, Lorin 202 

Annals of Education ...128, 157 

Anderson, John 179 

Marti n Brewer 201 

Andrews, Elisha Benjamin 261 

Angell, James Burrill 230 

Anthon, Charles 153, 206 

Anthony, Charles H 196 

Antinomians 41 

Antoninus, Marcus Aurelius 30. 31 

A ppolonius 27 

Aquaviva, Claudius 49 

Aquinas, St. Thomas 33, 254 

Arabic 1 02, 163 

Arago, Dominique Francois 126 

Arbor Day Manual 261 

Archimedes 27. 49, 58. 73 

Aristides 21 

A ri stotle 25. 26. 53, 204. 226. 254 

arithmetic. 19, 33. 49, 141, 174, 217, 221, 232. 262 

local 51 

A r mini us, Jacobus 51 

Armstrong, John \V 197 

Arnauld, Antoine 60. 56 

A mold, Matthew 216 

Sara L 271 

Thomas 149. 204.209, 214. 216 

art 136. 209 

Arthur. Chester Alan '....266 

Ascham. Roger 47 

astronomical clock 53 

75) 



276 



Index 



PAGE 

astronomy , . 18, 

36. 50, 53, 64, 70, 88, 97, 132, 194, 206, 242 

physical 53 

Atkinson, Edward 227 

Atlantic cable 136 

atmospheric pressure 60 

Audubon, John James . .. .121 

Augustine, St 33. 56 

Aurelius, Marcus 30, 31 

A /arias. Brother 265 



bacchants , 

Bache, Alexander Dallas 

Backus, Azel 

Truman J 

Bacon, Francis 52 

Bailey, Ebenezer... 

Bain, Alexander 205. 

Baines, Edward • 

Baldwin, James 

Joseph 

Balliet, Thomas M 

Bancroft, George 

Barker, George Frederic 

Barnard, Daniel Dewey 

Frederick Augustus Porter 184. 

Henry 190. 113, 124, 141, 159. 

Basedow. Johann Bernard 83, 8! 

Bassini, Carlo 

Beck, Theodoric Romeyn 137. 

Bedford, Duke of 

Beecber, Catheri ne 

Lyman 

begging friars 

Bell, Andrew 100. 

Benedict, Erastus Cornelius 

Benedictines 

Bennett, Charles Wesley 

Bentham, Jeremy 

Bentley, Richard 

Berkeley, George 

Bernouilli, Daniel 73. 

James 

Jean — 

Bible 34,41,61 

as a text-book 

religious exercises 



42 
188 
111 
258 

56 
146 
260 
116 
193 
226 
269 
158 
°42 
154 
206 
236 
,98 
243 
159 
119 
202 
144 

33 
142 
159 

38 
229 
148 
102 

72 
'6 

70 

70 
164 
139 
154 



PAGE 

Bingham, Caleb 146 

Bignon, Jerome 56 

biology 76 

Biot, Jean Baptiste 126 

birds 121 , 216 

Birkbeck, George 116, 119, 131, 160 

Blackie, John Stuart 185 

Blackman. Orlando 243 

Blaine, Mrs. Emmons 248 

Blanc, Louis 196 

blind, education of.. .71, 93, 137, 162, 202, 232 

work by 71, 73, 91, 134 

blow-pipe analysis 108 

Bodleian library 108 

Bossuet, Jacques Benigne 61, 60 

Boston Latin school 77 

botany .....76, 93, 189 

Botany bay 114 

Boyden, Albert G 227 

Brahe, Tycho 50, 53 

Bransiet, Matthieu 138 

Brant, Joseph 78 

Bridgman. Laura 232, 162 

British and foreign school society 

100, 119, 160,224 

Brook farm 223 

brothers of the Christian schools 67 

Brougham, Henry, Lord 120, 165 

Brown, Gould 115 

Nicholas 87 

Brunswick-Lunenburg, Duke of 65 

Bryant, William Cullen 127, 168 

Bunsen, Robert Wilhelm 210 

Burgundy, Duke of 66 

Burrowes, Thomas Henry 172. 140 

Butler, Nicholas Murray 273 

Byron, Lord 162 

calculating machines 60.71 

calculus 60, 65, 70, 76. 81, 86, 91 

Calkins, Norman A 215 

Calviy, John 46, 56 

Cam pe, Joachim Heinrich 98 

carbonic acid 86 

Cardano, Girolamo 43 

Caroline, Queen 120 

Carpenter, Mary 180, 199 






Index 



•_'?/ 



PAGE 

Carpenter, William Benjamin 199 

Carter, James G 145 

catastrophic geology 151 

Catiline 28 

Cauchy, Augustin Louis 132 

centennial exposition 222 

Cent ml society of education 116 

Ceulen, Ludolf von 49 

( 'ha liners, Thomas 142 

Chambord, Comte de 132 

character 84 

Charlemagne 32 

Charles I 55 

chastity 67 

Chautauqua 263, 268 

chemistry 91, 108, 115,118,134. 135 

chess 51 

Chicago exposition 67 

child study 79. 256 

China 20. 46 

chlorine '. 135 

Christian brothers 67. 138, 265 

Christof und Elsa 108 

Cicero 28. 22 

circle, squaring the 49 

circulation of the blood 55 

civil service reform 223 

Clairaut, Alexis Claude 80 

Clark, Samuel 188 

Clarke, Edward Daniel 108 

Noah T 203 

classics 34, 35. 40. 41, 131 

importance of 68 

methods of teaching 45, 47, 178 

Clinton, DeVYitt Ill 

George Ill 

Cobbett, William 128 

Cochran, David Henry 228 

Cockburn, Lord 92 

coeducation 139 

cognition 84 

Cogswell, Joseph G 158 

Colburn, Dana P 217 

Warren 141.152 

Colet, John 34 

college chairs ofed'n 100, 180. 225. 231, 244. 272 
Coll. 'ii. Ludolf von 49 



PAGE 

colors 43 

Combe, George 131. US 

Comenius. John Amos 5? 

comets 53, 80, 91 , 194 

Commentaries on American Law 104 

committee of 10 240 

of 15 269 

Common School Director 158 

Journal 146, 150 

comparative anatomy 169, 199, 250 

philology. 218 

Com pay re. Gabriel .' u 

compulsory ed'n 32, 90, 165 

Conant, Marshall 161 

Concord school of philosophy 157. 265 

Condorcet, Jean Antoine 91 

Confessions of a Schoolmaster 157 

Confuci us 20 

congressional library 90 

conic sections 60, 73 

cooki ng 1 52. 22? 

Cooper. M vies 87 

Peter 136 

Cooper- Poueher. Matilda 253 

Copernicus. Nicolaus 36, 53 

corals 1 98 

Cornelius, Eli as 144 

Cornell, Ezra 177 

corporal punishment 62. 152 

Cousin, Victor 138, 115 

Crandall, Prudence 153 

Crates 26 

creches 89 

Croesus 18 

Crotona 19 

Cruttenden, David II 221 

curriculum 37, 45, 240 

Curtis, George William 223 

curves 58, 80. 96 

Cuvier. Georges 109, 1 18 

cycloid 60 

cynics 26 

daevas 71 

Daguerre, Louis Jacques Maude 193 

d'Alembert, Jean le Bond 81, 70. 97 

Dalzell, Andrew 9.2 



278 



Index 



PAGE 

Dana, James Dwight 198 

Dartmouth, earl of 78 

Darwin, Charles Robert .... 186, 189. 216, 262 

Davidson, Thomas 254 

Davies, Charles 156 

Davis, Henry Ill, 163 

Davy, Sir Humphrey 118, 135 

Day, Jeremiah 115 

Thomas 92 

Day Dreams of a Schoolmaster 231 

deaf, education of 80, 128, 137, 144, 184 

decimal classification 267 

weights and measures 97, 126 

deductive logic 25 

dephlogisticated air 91 

De Genlis, Mme de 96 

De Gerando, Baron Joseph M 170 

DeGraff, Esmund V 243 

De Guimps, Baron 94 

De La, Salle. St. John Baptist 67, 138 

de TEpee, Charles Michel, abbe 80 

De Morgan, Augustus 174 

Demosthenes 24 

Denison, George Anthony 173 

Denmark, king of 206 

Descartes, Rene 58, 63, 72 

Descent of Man 186 

destitute children 

67, 69, 94, 100, 115, 119, 124, 165, 180 

De Viette 49 

Dewey, Melvil 267 

dialectics 23 

dialogues 83 

diamagnetism 135 

dice in teaching 83 

Dick bequest 231 

Diderot, Denis , 81 

Diesterweg, Friedrich Adolf Wilhelm... 

..135, 245 

diffusion of gases 135 

Dillaway, Charles Knapp 171 

Dilworth, Thomas 77 

Diognetus 31 

Diophantus 58 

discipline, methods of 

37. 77, 87, 127, 148, 149, 152, 157, 168, 

1 69, 170, 176,211, 214,245 



PAGE 

District School Journal 182 

Dittmar 124 

Dix, John Adams... 154, 134, 182 

Dodge, Ebenezer 208 

dogmatics 41 

domestic ed'n 152 

dormitory system 184 

double translation 4 45, 47 

Downing, Augustus Seiss 271 

Draper, Andrew S 266, 257 

John William 193 

Drisler, Henry 206 

Drow, John 207 

dualism, religious 17 

DuHamel, Jean Marie Coutant 155 

Dwight, Francis 182 

Theodore William 215 

Timothy 99, 115 

dynamics 81 

Ebers, George 247 

eclipses 50, 161 

Edge worth. Maria 106, 92 

Richard Lovel 1 92, 100 

editors, educational , 

133, 135, 141, 144. 146, 150, 156, 157, 170. 

..182, 188, 190, 197, 202, 225, 232, 239. 273 

education by the State 25 

Educational Magazine 173, 188 

Review 278 

Edwards, B. B 144 

Jonathan 74, 99, 115 

Egleston, Thomas 23S 

Egyptians 49, 108, 247 

elective system 184, 240 

electricity 85, 86. 135, 195 

Eliot, Charles William 240 

Elizabeth, Queen 47 

ellipsoids, 73. 96 

elliptic functions 97 

elliptical orbits 58 

Ellis, William 160 

Elmira reformatory 169 

Emerson,' George B ,. 152, 107 

Joseph 130, 152 

Einile 79, 92, 103 

endless punishment 74, 



Index 



279 



PAGE 

English popular education 116 

Epee, Charles Michel, abbe de V 80 

Epicurus 26 

equations. 132 

equilibrium of fluids 60 

Erasmus 35, 34. 39 

Esquirol, Dr 196 

Essays on a Liberal Education 234 

ethics 

17. 19, 22, 23, 25, 26, 30, 63, 73, 75, 159, 208 

Euclid 27,97 

Eudemus 31 

Eudoxus 27 

Euler, Leonhart 76. 71. 73. 86 

•• Eureka " 27 

Everett, Edward 143 

evolution 179, 186, 189, 193. 216 

examinations 159, 233 

fables 18 

Fairbanks, Joseph Paddock 176 

Faneuil, Peter 77 

Faraday. Michael 135, 210 

Fare], Guillaurae 46 

Fanner. John 133 

Farnham, George Loomis 222 

Farrar. Frederic William 234 

feeble-minded, ed'n of 196, 213 

fees of Isocrates 22 

Fellenberg. Philipp Eman'l von. .111, 113, 157 

Fenelon, Francois 66, 112 

Fermat, Pierre de 58 

fermentation 70 

Ferrari, Luigi ■. 43 

Fichte, Johann Gottlieb 103, 117, i32 

Fisk, Wilbur 139 

Fiske, John 257 

Fitch, Joshua G 224 

Flagg, Azariah Cutting 134 

fluxions 71,73, 132 

Forster, William Edward 209 

founders 34. 69. 75, 78, 89, 99, 105, 

107. 120, 136. 147, 173, 176, 177, 196, 238 

foundlings 54 

Fowle, William Bentley 146 

Franciscans 38 

Francke, Augusl Herman 59.101 



PAGE 

Franklin, Benjamin 75, 72. 85. 86 

Fraser, W 142 

Frazer, James 165 

Frederick the Great 71 

Freedom of the Will 74 

Freeman, Edward Augustus 218 

French, John II 221, 262 

Froebel, Friederich 122. 170, 200 

Fran 170, 245 



( hi i ik's. Absalom Graves 

Gainsborough 

Galen. ( 'laudius 

Galilei, Galileo 

Gall, Franz Joseph 

Gallaudet, Thomas Hopkins 

gallery lessons 

Galton, Samuel 

games 

Garfield, James Abram 

Gargantua 

Garrick, David 

Gellert, Christian Furchtegott 

Genlis, Mme de. 

geodesy 

geography.. 79, 108, 110. 136. 179. 180. 216. 

geology 91, 105, 108. 109. 110. 

..127, 137, 148. 151, 165, 169. 198. 235, 

geometry 18, 19, 27, 33, 43, 49. 76, 

descriptive 

organic 

George III 88. 

German ed'l system 

Gibbon, Edward 60. 

Gilbert, Charles B 

Girard, Stephen 

glaciers 179. 

Gladstone, J. II 

William Ewart 209. 

Glens Falls summer school , 

Goethe. Johann Wolfgang von 8'J 

golden rule 

Gottsched, Johann Christoph 

Gove, Aaron 

Graham. A.J 

grammar 31. 40. 47. 

gra vitation 64, 80, 86 ; 



226 

88 

31 

53 

118 

128 

142 

120 

83 

236 

38 

93 

82 

96 

97 

221 

238 

96 
73 

119 
90 

102 



99 
210 
135 
251 
262 
. 90 
20 
82 
254 



, 48, 93, 16C 



280 



Index 



PAGE 

Gray, Asa, 189 

Greek 34. 37, 68, 92, 102. 

..143, 153. 163, 175, 185, 204, 206, 212. 229 

im portance of 68 

methods of teaching 143 

Greenleaf, Benjamin 127 

Griscom. John 115 

Grove, William Robert 195 

guessing eucouraged 83, 

Guilford, Nathan 126 

Guizot, Francois Pierre G .32, 138, 155 

Guthrie, Thomas 165 

Guy-Lussac 126 

Guyot, Arnold Henry 179 

gymnastics 83 



. . 80 
131. 



199, 



Hall. Samuel R 

Halle, the Francke schools 

Hal Ley. Edmund 

Hamilton. Alexander 

Sir Wm 

college 

harmony of the spheres 

Harper, James 

Harris, William Torrey 241 

Hart, John Seely 

Hart ni an 

Harvey, William 

Hasseltine, Abigail 

Ann (Judson) 

Haiiy , abbe 

Haven, Erastus O 

Hawley, Gideon 

Hawthorne, Nathaniel 

Hazelwood system 

heart culture 73. 

heat 43, 86, 155, 195. 

Hebrew : 37, 

Hebrews 49 

Hegel, Georg Wilhelm F 132. 138, 241. 

Heraclianus 

Heracl i tes 

Herbart, Johann Friedriet] 

Hernia nus. Jakobus 

Herschel. Caroline Lucreti 

Sir William 

Hiero 



107 
69 

86 

89 
193 
111 

19 
149 
234 
188 

80 



.117, 113. 



130 

130 

162 

173 

125 

170 

148 

169 

210 

163 

. 63 

254 

31 

26 

264 

51 

88 



TAGE 

Hill, Frederic 169 

Sir Rowland 148. 169 

Hindus 49 

Hinsdale, Burke Aaron 244, 236 

Hippocrates .'1 

history 155. 218, 229, 247, 257. 26; .68 

of ed*n ; 4 ... . 

..101, 120, 125, 183, 225. 234, 244. 254-, 260 

Hofwyl 113 

Hogarth, William ••••.•• 88 

Home, Henry (Lord Karnes) :,.. 73 

and colonial training school .220 

Hopk i us, M ark 1 66 

hospitals 99 

house of refuge 115 

How Gert rude Teaches 94 

Howe, Julia Ward 162 

— - Samuel Gridley 162, 118. 232 

Rowland, Emily 21 2.- 201, 228 

Hughes. James L. 263 

Mrs. Ada Marean 263 

Thomas 173 

Hugo. Victor 196 

humanists 35. 68 

Humboldt, Alexander von 110 

William von 90 

1 1 u me, David 78, 260 

humor of Rabelais 38 

Huntington, Frederick Dan 208 

Hutchison, William 228 

Huxley, Thomas 224. 260 

Huygens, Christian 65. 242 

Hyde, William DeWitt ...272 

hydrochloric acid 86 

hy pnotism . . 256 

idealism 23, 72, 138 

idiocy 196. 213 

Illinois Schoolmaster 254 

incomes at Edinburgh 92 

Indians, education of 74, 78. 89. 144 

individual freedom 84 

induction 21, 40. 52 

indulgencies 37 

infant schools 89 

insanity 128. 213 

insects 216 



Index 



281 



PAGE 

Isocrates 22 

isochronism 53 

Itard, Dt 196 

o ^t, Joseph 112 

.1. o 158 

Jai 1 55 

Jansen, Cornelius 56, 60. 68, 81 

Janua Linguarum 57 

Japan, education in 46, 233, 245. 250 

Jefferson, Thomas 90, 75 

Jesuits 39, 46, 49, 56, 60, 120 

Jews •• 49 

Johnson, Herrick 268 

Samuel 72, 85 

(the lexicographer) '. .88, 93 

Walter Rogers 143 

William Samuel 85 

Johnson's Chancery Reports 104 

Johonnot, James 221 

Jolly, William 131 

Jones, Bence 135 

Journal of Pedagogy 272 

Jowett, Benjamin 204 

Judson, Adoniram 130 

Ann Hasseltine 130 

Justin, the martyr 31 

juvenile delinquents 115 

Karnes, Lord 73 

Kane's arctic expedition 147 

Kant, Immanuel 84, 71, 103, 117, 132, 262 

Keller, Helen 232 

Kent, James 104 

Kenyon, William C 219 

Kepler, John 53, 50, 64 

Keulen. Ludolf von 49 

Kindergarten. ..89, 122, 170, 200, 237, 245, 263 

Messenger 170 

Kingsbury, John 162 

Kingsley, Charles 210 

Kirkland Samuel 89 

Knox. John 44, 82 

Koornhert 51 

Kosmos 110 

Kotelmann, Ludwig 252 

Kraus-Boelte, Mrs. Maria , . t . . .245 



PAGE 

Lafayette, Gen 162 

Lagrange, Joseph Louis 86, 73, 97 

Lancaster, Joseph.. 119, 100, 128, 138, 142, 146 

Lange 245 

language 218 

methods 112 

Lansdowne, Lord 216 

Laplace, Pierre Simon t Marquis de 97, 86 

LaSalle, St. John Baptist de la 67, 138 

Latin 37, 41, 50, 71 

importance of 68 

methods 47, 57 

Laurie, S. S 231, 56 

Lavater, Johann Kaspar 90 

Lavoisier, Antoine Laurent 91 

law 56, 104, 215 

lazarists 54 

Leavenworth, Elias 168 

lecturers 143, 210 

Lectures on School Keeping 107 

Legendre, Adrien Marie 97 

legislators 32, 

90, 111, 120, 140, 154, 171, 192, 209, 236, 251 

Leonard, Albert 272 

and Gertrude 94 

Leibnitz, Gottfried Wilhelm 65 

Leonardo of Pisa 33 

Levana ..... 103 

lever 27 

Lewis, Samuel 158 

Tayler 1 63 

Leyser 98 

Liancourt, Duke of 60 

libraries.. 37, 89, 90, 128, 134, 141, 154. 167. 267 

Lieber, Francis 161 

light 43, 86, 132 

Lily, William 34 

Lincoln, Almira 129, 140 

line of swiftest descent 70 

Linne, Carl von (Linnaeus) 76 

local arithmetic 51 

Locke, John 62, 48, 64, 72, 260 

logarithms 51 

logic... 25, 31, 37, 41, 84, 145, 174,175, 193, 205 

logical criterion 26 

lollards 34 

London institution ,.116 



282 



Index 



PAGE 

London mechanics institution 116 

Longfellow, Henry W 254 

longitude 126 

Loomis, Elias 194 

Loose Hin ts on Education 73 

Lord, Asa Dearborn. . .„ 202 

John 129 

Louis XIV 61, 63 

■ Napoleon 155 

Philippe 96, 138 

Love, Samuel G 213 

Lovell, John 77 

Low, Seth 267, 206 

Lowell institute 151, 179, 231 

Loyola, Ignatius de , 39,46 

Lucretius 29 

Luculius 30 

Ludolf number 49 

lunar apogee 80 

Luther, Martin 37, 35, 41 

Lyell, Sir Charles. 151 

Lyon, Mary 152, 130 

Macaulay, Thomas Babbington 116 

McCosh, James *. 193 

McElligott, James N 197 

Mace, William H 268 

Maclaurin, Colin. 73 

MacVicar, Malcolm 230 

magnetic equator • 110 

magnesium 118 

magnetism 18, 135, 194 

Malpighi, Marcello 55 

Manchester and Salford scheme 173 

Mandeville, Prof 163, 219 

Mann, Horace 147, 

..133, 139, 144, 150, 167, 171, 176, 187, 217 

Mrs 170 

Manning, James 87 

manual training 77, 83, 108, 113, 313 

Marble, Albert Prescott 245 

Marcus Aurelius 30, 31 

Marcy, William L 194 

Marsh, Othniel Charles 235 

Martin, Geo. H 257 

Maryland School Journal 220 

Mason, Lowell 139, 243 



PAGE 

Massachusetts Teacher 192 

mathematics. 18, 19, 27, 33, 43, 49, 51. 58, 60, 
65, 70, 71, 73, 76, 77, 80, 81. 86. 91, 96, 97, 
..127, 132, 141, 155, 156, 174, 200, 217, 242 

Maupertuis, Pierre Louis Moreau de 80 

Maurice, Frederick Denison 173, 188, 210 

maxima and minima 58 

Maximus Planudes 18 

Max-Muller, Friedrich : . 218 

Maxwell, William Henry 269 ■ 

May, Samuel Joseph 153 

mechanics 27, 64 

institutions 116 

medical jurisprudence. 137, 199 

medicine 21, 31, 43, 55 

Melanchthon, Philip 41 

metaphysics 25, 74, 1 38 

metempsychosis 19 

meteorology 194 

method 58 

of teaching 45 

of variations 86 

metric system 80, 86, 97, 126 

Michelet, Jules 155 

Michigan Teacher 244 

Mill, James 175 

John Stuart 175, 31 

Miller, Hugh 165 

Milton, John 59, 48, 56 

Miner, Myrtilla 201 , 228 

mineralogy ,....108, 124, 137, 198, 238 

missionaries 46, 74, 78, 89, 130, 144 

Mistakes in Teaching 263 

Mitchell, Maria 206, 133 

modern languages 49, 218 

methods 112, 130 

Moliere (Jean Baptiste Poquelin) CO 

Molinos, Miguel 66 

Monge, Gaspard 96 

moni sm 60 

monitorial system 

100, 115, 119, 128, 138, 142, 146, 156 

Montaigne, Michel Eyquem de 48, 56 

moon's motion.. 76, 80 

morals, teaching of. . . .66, 82, 84, 106, 166, 205 

More, Hannah .93, 120 

Sir Thomas". 39 



Index 



283 



PAGE 

Morley. John 251 

Morse, Edward Sylvester 250 

Jedediah 136 

Samuel F. B 136. 193 

Men-timer. Mary 202 

Mullany, Patrick John 265 

M unsoii . .1 . E , 217 

Murray. David 233 

Lindley 93 

music 19, 37, 41, 88, 139, 243 

musical intervals 19 

My Schools and Schoolmasters 165 

Napier, John 51 

Napier's bones 51 

Napoleon Bonaparte 96, 101 

Ill 132 

National academy of science 235 

educational association. 215. 220, 222, 

232, 240, 241 , 244, 245, 254, 255, 257, 

259, 261, 269, 271, 272, 273 

of Scotland 149 

society 100 

natural history 

108. 110, 121, 179, 185, 213, 216, 250 

Nature of the Scholar 103 

nautical almanac 127, 206, 242 

nebular hypothesis 97 

negro, education of 153, 201, 228 

Nero 30 

Newcomb. Simon 242 

Newell. M. A 220 

Newton, Sir Isaac 64, 73, 80, 97 

Nicole 61 

Niemeyer, August Hermann 101 

nitric oxide 86 

nitrous oxide „ . 118 

normal schools 

..143, 145, 156, 158, 173, 182, 187, 188, 201 

North, Edward 212 

Simeon 163 

Nott, Eliphalet 114 

Novum Organon 52 

obedience 67 

Oberlin, Jean Frederic 89 

object-teaching 94, 100. 220 



PAGE 

Ohio Educational Monthly 232 

Journal of Education 202 

Olmsted, Denison 132 

omniscience 148 

Ontario Teacher 255 

oratory 22, 24, 28, 114, 143, 156, 219 

Orbis Pictus 57 

orbi ts 53, 70 

ordinates 58 

organization 41, 45, 51, 101 

oriental languages 102, 163 

Origin of Species 186 

Orleans, Duke of 96 

Ormuzd 17 

ornithology 121 

orphan education 54, 61, 67, 

69, 89, 100, 115, 124, 137, 142, 160, 165, 210 

osteology 31 

Outlines of Pedagogy 117 

Owen, Richard 169 

oxygen discovered 86, 91 

Page, David Perkins 187 

palaeontology 109, 169, 235 

Palmer, Miss 170 

Pantagruel 38 

pantheism 63 

parabolas 58 

parallels 27 

Paris, University 33 

Parker, Francis Wayland 248, 263 

Parmenides 19 

parochial schools 120 

parthenogenesis 169 

Partridge, Capt 139 

Pascal, Blaise 60 

Jacqueline 60 

Pater, Walter 204 

Pattison, Mark 59 

Paul, Jean 103 

St. Vincent de 54 

Pausanias 21 

Payne, Joseph 180 

William II 244, 260 

Peabody, Elizabeth Palmer 170, 157, 206 

George 147 

Peet, Harvey Prindle 144 



284 



Index 



PAGE 

Peirce, Cyrus 133, 206 

pendulum 53 

Penikese school 179, 263 

penny postage 148 

Pennsylvania School Journal... 172, 188, 225 

perception. 72 

peripatetics 25 

Pereira 80 

Perkins institute 162, 232 

Persia 18 

Pestalozzi, Johann Heinrich..94, 68, 103, 

..108, 113, 117, 124, 135, 139, 141, 142, 245 

Phaedrus 17 

Phelps, Mrs. Almira Lincoln 140, 129 

philanthropin 83, 98, 113 

Philip of Macedon 22 

Phili ppe, Frere 138 

Philosophical Review. .270 

philosophy 17, 18, 19, 22, 23, 25, 26, 28, 

29, 33, 58, 62, 63, 65, 71, 72, 78, 82, 84, 

......103, 117, 131, 132, 138, 175, 205, 211 

phlogiston 86, 91 

phonography 199, 217 

phrenology 118, 131 

physical astronomy 53 

education 48, 49, 83, 181 

physics 41 , 

52, 64, 70, 75, 86, 134, 136, 193, 195, 210, 242 

physiognomy 90 

physiology 

... .76, 157, 160, 181, 199, 205, 210, 252, 256 

Pickering, John 171 

Pierpont, John 118 

pietism 69 

Pisa leaning tower 53 

Pitman, Eenn 217 

Isaac 199, 217 

planetary mean motions 97 

Planudes, Maximus 18 

Plato 23, 19, 22, 25, 26, 132, 204 

Platter, Thomas 42 

Plessner, Frederick William, 237 

Plutarch 19 

Polemo 26 

political economy 84, 161, 175, 177, 227 

politics 25 

Pollock, Mrs. Louise 237 



PAGE 

Polycarp 31 

polytheism.. 78 

Pompey 28 

Pooler, Charles T 212 

Porson, Richard 102 

Port Royal 56, 60, 61, 120 

Porter, Ebenezer 114 

potassium 118 

Potter, Alonzo 160, 170 

Poucher, Isaac 253 

Mrs. Matilda Cooper. 253 

poverty 67 

Practical Education 106 

Pratt, Daniel J 249 

predestination 51, 56 

Prescott, William 145 

Preyer, Thierry William 256 

Priestley, Joseph 86, 91 

probabilities 58, 60 

problem of the three bodies 80 

projectiles 97 

proverbs 41 

Provincial Letters 60 

prudential wisdom 26, 84 

Pruyn, J. V. S. L 194 

psychology 211, 260 

Ptolemy 27, 49 

Pythagoras 19, 18 

quadrating parabolas « 58 

quadrupeds 121 

Quarterly Journal of the American Edu- 
cational Society 133, 144 

questioning 22 

Quick, Robert Henry 234, 89 

Quincy methods 245 

Rabdologia 51 

ragged schools 165, 180 

Rabelais, Francois 38 

Randall, Samuel S 183 

Rantoul, Robert, jr 171 

radiant heat 210 

Ratich, Wolfgang 57 

Ratio Studiorum 49 

Raumer, Friederich 124 

Karl Georg von 124 



Index 



285 



PAGE 

reading, sentence method 222 

realism..... 138 

Record of a School 157, 170 

reformatory cd'n 20, 169, 176, 180, 215 

regents examinations 159 

Reid, Thomas 193 

Rein, William 264, 117 

religious dualism 17 

instruction 37, 73 

Rensselaer polytechnic 105 

Reynolds, Sir Joshua 88, 93 

Rheinische Blatter 135 

Rheticus 36 

rhetoric 22, 25, 28, 37, 107, 188, 219 

Rice, Victor M 207, 183 

Richelieu, Cardinal 56 

Richter. Johann Paul Friederich 103 

RickofF, Andrew Jackson 222, 241 

Rolli n, Charles 68 

Ledru 196 

Ronge, Bertha 245 

Root, George F 243 

Rosmini -. 254 

Ross, George William 255 

Rousseau, Jean Jacques. 

79, 48,73,78, 92, 103,251 

royal road to learning 27 

Royal society of Edinburgh 73 

Rudolphine tables 53 

Ruskin John 209, 173 

Russell, Lord John. 116 

William 156 

Ryan, Patrick John ...235 

Ryerson, Egerton 167 

Sacy, Baron de 102 

safety lamp 118 

Saint Aubin, Stephanie Felicite Ducrest 

de (Comtesse de Genlis) 96 

Claude Henri , Comte de 96 

Cyran 56 

Simon 196 

salaries 22, 42, 92 

Salisbury. Bishop of 173 

Sanderson, Nicholas 71 

Sanford, Henry R 249 

Sanskrit 218 



PAGE 

Sarmiento, Domingo Faustino 192 

Satan 17 

Saunderson, Nicholas 71 

Schaeffer, Nathan C 244 

Schelling, F. W. J. von 138 

Schiller, Johann C. F. von 82 

Schimmelpennick, Mary Anne 120 

Schleiermacher, Friedrich Ernst Daniel. 132 

scholasticism . 33, 40 

School and the Schoolmaster. . . . 107, 152, 160 

hygiene 245 

law 154, 158 

Review 270 

Schopenhauer, Arthur 132 

sciences... 49. 51, 68. Ill, 115, 140, 224, 245, 263 

Scottish free schools 44 

Schreber, D. G. M 181 

Schurman, Jacob Gould 270 

secondary schools 45, 109 

sectarian influences 99 

teaching 131, 135, 160, 209 

Seguin, Edward 196, 213 

self-activity 48, 135, 194 

culture 185 

government 75, 246 

Seneca 30 

sensatory nerves 31 

senses trained 79 

sentence method in reading 222 

Servetus 46 

sesquiplicate ratio 53 

seven wi se men 18 

Sevigne, Mme. de 61 

sexes of plants 76 

Seymour, Horatio 168 

Shaler, Prof 263 

Sheldon, Edward Austin 220, 253 

Shepard, Trwin 259 

Sherwin, Thomas 141 

Sherriff, Emily A. E 200 

Shuttle worth, James Kay 167 

Sicard , Abbe ' 128 

Silliman. Benjamin 198 

Silvestre, Antoine Isaac (Baron de Sacy). 102 

sines 76 

Skinner. Charles R 261 

Skrine, John Huntley 214 



286 



Index 



PAGE 

slavery 128, 134,153,160 

Smith, Adam 84 

Smithsonian institution.... 161, 179, 189, 194- 

social development 75 

science 160 

Society for diffusion of useful knowl- 
edge 116, 134 

Socrates 22, 23, 226 

sodium 118 

solar system 97 

sound 86 

spectrum analysis 193 

spelli ng reform 267 

Spencer, Herbert 211, 84 

Spinoza, Baruch 63 

spiritualism 216 

Spurzheim t Kaspar . 1 18 

squaring the circle 49 

Stagirite, the 25 

Steele, Joel Dorman 245 

Stevens, Thaddeus : 140 

Stiles, Ezra 85 

Stilpo 26 

stoics 26, 30, 31 

Stout, Isaac H 262 

Stow, David 142 

Stoy. Karl V 264 

Stowe, Calvin Ellis 163 

Harriet Beecher 163, 201 

Sturm, Johann 45 

Straight, Henry H 263 

strontium 118 

Stryker, Melanchthon Woolsey 268 

subjection to authority 84 

substance 60 

sufficient reason 132 

suicides 24, 29, 91, 165 

Sumner, Charles 192 

superimposure 27 

sweetness and light 216 

Swiss schools 46 

Sylvester, James Joseph 200 

tangents 58 

Tappan, Henry Phillip 172 

Tartaglia, Nicolo ? 43 



PAGE 

Taunton, Lord 224 

Taylor, Samuel Harvey 178 

teacher, ideal 40 

Teachers Advocate 197 

guild 231 

telegraph 92, 136, 177, 193 

Telemaque 112 

telescopes 53, 64, 88 

temperance -. 128, 165, 253 

Thales 18 

Thayer, Gideon F 141 

The School and the Schoolmaster. 107, 152, 160 

The Western 254 

Theaetetus 27 

Theatre of Education n96 

Themistocles 21 

theology. 17, 20, 33, 34, 35, 37, 39, 41, 44, 46, 

49, 51, 56, 60, 61, 69, 74, 84, 149, 164, 227 

thermometer 85 

Theory and Practice of Teaching 187 

Thierry, Amedee Simon Dominique 155 

things .before words 48 

Thompson, D'Arcy W 231 

thrift '.. 75 

Turing, Edward 214 

Thyandegea 78 

Tillinghast, 'Nicholas 170 

Tobler, Johann Georg 108 

Torrey, Jesse, jr 128 

John • 189 

training schools 142, 154 

transubstantiation 34 

trigonometry 33 

Trimmer, Mrs. Sarah Kirby 88 

Truro, Lord 169 

Tuckerman. Joseph 180 

Turner, Joseph Mallord William 209 

Tweed-Dale, Mr 146 

Tyndall, John 210,135 

unconditioned 131 

Unconscious Tuition. 208 

undulatory ' theory 132 

uniform examinations — 266 

university reform 185 

Upson, Anson Judd 219 



Index 



287 



PAGE 

Uranus discovered 88 

Van Rensselaer, Stephen 105 

variations, method of 86 

velocity of falling bodies 53 

Vermont School Journal 176 

vernacular instruction 120 

Verplanck, Gulian Crommelin 127 

Yerres 28 

Verulam, Baron 52 

Verus 31 

Viete 49 

Vives, Giovanni Ludovico 39 

vocal music 139 

Vocation of the Scholar 103 

volition 72 

Voltaire, Francois Marie Arouet, 60 

Von Raumer. Friedrich 124 

Karl Georg 124 

Wads worth, James 107.152, 160 

Wallace, Alfred Russel 216 

Wallenstein, Duke of 53 

Washington, George 128 

water screw 27 

Watkins, Albert Barnes 249 

waves, theory of 71, 73, 132 

Wa viand. Francis 151, 130 

Wealth of Nations 84 

Webster, Daniel 143, 171 

Noah 77, 126 

Wehrli 113 

Wheelock, Eleazar 78,89 

Whewell. William 148 

White, Andrew Dixon 236 



PAGE 

White, Emerson Elbridge 232 

white cross movement 253 

Wiokersham, .lames Pyle 225 

Wight, John Green 258 

Wilbur. Harvey Backus 213,196 

W'ilderspin, Samuel 142 

Willard. Emma 129,140 

P'rances E 253 

Williams, Samuel Gardiner 225 

Sherman 262 

secular school 131 

Wilson, Marcus , 198,203 

Wines, Enoch Cobb 176, 215 

Winsor, Justin 230 

Witherspoon, John 82 

Wolff, Christian 71 

women, ed'n of . .35, 40, 79, 93. 124, 128, 129, 

..130, 134, 139, 146, 152, 162, 184, 200, 202 

Woodbridge. W. C 139.157 

Woolsey, Theodore Dwight 161 

Wool worth, Samuel Buell 159 

Worcester, Joseph E 171 

word method in number 249 

Wyclif, John 34 

Xavier, St, Francis 46 

Xenophon 22 

Zeitschrift fiir Schulgesundheitspflege. .252 

Philosophic 264 

Zeno 26 

Ziller 264 

zoology. . . .121, 155, 180, 186, 198, 216, 223, 250 
Zoroaster 17 






»oi 



APR 24 1901 



z / & y v- 




L o 



j * 



(L^ 



